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Research Methods 344 > Exam 2 study guide > Flashcards

Exam 2 study guide Flashcards

1
Q

pros of open-ended questions

A

can get lots of info this way
can be quantified

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2
Q

cons of open-ended questions

A

hard to analyze/compare responses/more time to analyze

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3
Q

forced-choice format

A

providing options that the participants have to chose from

pro: easy to analyze
con: limited information, may not accurately capture true feelings

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3
Q

likert-type scale

A

given scale reflects degree of agreement, anchored by terms like not at all/agree

pro: not as limiting as forced choice
con: people might interpret scale differently/cultural difference on how people respond (ex. some don’t like to pick extreme answers)

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3
Q

semantic differential format

A

scale anchored by adjectives that rate a certain thing/person/making a decision based on 2 different adjectives

cons: restricted responses

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4
Q

leading question

A

hurts construct validity: not actually capturing people’s true thoughts

ex) how fast do you think the car was going when he smashed into the other car?

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4
Q

double-barreled question

A

combining 2 questions into one, hard to tell

confusing participant, may not get valid answer

ex) do you enjoy swimming and wearing sunscreen?

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4
Q

negatively worded question

A

not clear, confused=not valid response

ex) people who do not drive with a suspended license should never be punished, 1-disagree 5-agree

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4
Q

question order

A

very impactful

ex) ask gender before other questions may impact results -or- asking name before other questions can impact results as well

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4
Q

this is an example of what? (2 answers)

Question #3: Is this your favorite class and do you have two legs?
a. Yes
b. No

A

leading question and double-barreled question

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4
Q

advantages of self-reports

A

people are usually their own best expert

access to thoughts, feelings, and intentions (others only have access to these IF you reveal to them)

definitional truth: the data are true by definition if one is assessing wha people think about themselves (ex. self-esteem, no one can say that your self-esteem is wrong)

cost effective

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5
Q

shortcuts: response sets + 2 examples

A

peoples tendency to respond unrelated to questions

acquiescence (yea-saying)
- saying yes to all questions w/o reading carefully
- threatens construct validity

fence-sitting
- choosing middle/neutral option in scale
- threatens construct validity

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6
Q

are respondents’ responses accurate?

A

sometimes people use shortcuts
trying to look good
self-reporting “more than they know”
self-reporting memories of events
carelessness
rating products (not always accurate)

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7
Q

trying to look good

A

socially desirable responding/faking good
- respond in favorable way
faking bad
- opponent/rebellious adolescent trying to be cool

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8
Q

preventing/reducing social desirability bias

A

keep it anonymous
- not motivated to respond one way or the other, don’t ask any identifying info

identify socially desirable responders

use implicit measures (e.g., Implicit Association Test)
- ppl aren’t aware of what is being assessed

informants’ report
- ask people who know about participants questions about them for accurate assessment

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9
Q

informants’ reports

A

-acquaintances, co-workers, family members
-may be more accurate than self-judgments for extremely desirable or undesirable traits
-large amount of info
-real-world bias
-definitional truth

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10
Q

disadvantages of informants’ reports

A
  1. limited behavioral info
  2. lack of access to private experience
  3. error: more likely to remember behaviors that are extreme, unusual, or emotionally arousing
  4. bias
    - recommendation effect (more likely to be positive)
    - prejudice and stereotypes
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11
Q

“wouldn’t you agree that your opponent’s policies aren’t entirely ineffective in addressing the current economic challenges?”

the problem with this question is that it is: (2 answers)
a. leading
b. double-barreled
c. negatively worded
d. there is no problem

A

leading + negatively worded

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12
Q

Imagine a research study focused on assessing how employees in a large corporation handle conflicts and their general behavior in the workplace. the study aims to understand the effectiveness of conflict resolution strategies employed by employees.

would you use self-report or informants’ report? why?

A

informants’: success measurement may be less biased, could collect both to have better assessment

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13
Q

these are examples of what?

observing how much people talk
observing hockey moms and dads

A

observational research

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14
Q

observer bias

A

when observers see what they expect to see

expectations affect perception

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15
Q

observer effects

A

when participants confirm observer expectations

aka expectancy effects

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16
Q

rosenthal and jacobson

A

teacher expectation effects!

(+) expectation of students = increase in performance
(-) expectation of students = didn’t increase performance

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17
Q

3 ways to prevent observer bias

A

training
clear instructions
masked design
- double-blind (both researcher and participant don’t know condition they were assigned to)
- single (one party is aware of condition)

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18
Q

reactivity

A

mere presence changes behavior

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19
Q

3 solutions to reactivity

A

blend in
- unobtrusive observations (trying to make yourself less noticeable, i.e. one way mirror)

wait it out
- wait until participant is comfortable with presence

measure the behavior’s result
- instead of behavior directly!

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20
Q

is it ethical for researchers to observe the behaviors of others?

A

w/o consent in public… yes! may be annoying but as long as you are in public/doesn’t effect person being observed

but, recording w/o consent is unethical

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21
Q

which of the following is an example of observer bias in a study on arm strength and mood?

a. a research assistant records the participant as stronger in the happy condition than the sad condition, because that fits the hypotheis
b. study participant performs with more strength in the happy mood condition because of subtle, encouraging cues from research assistant
c. study participant feels self-conscious in the experiment

A

a

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22
Q

which of the following is an example of observer effects in a study on arm strength and mood?

a. a research assistant records the participant as stronger in the happy condition than the sad condition, because that fits the hypotheis
b. study participant performs with more strength in the happy mood condition because of subtle, encouraging cues from research assistant
c. study participant feels self-conscious in the experiment

A

b

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23
Q

external validity

A

concerns both samples and settings

how generalizable findings are to other settings

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24
Q

population / population of interest

A

pop: whole

pop of interest: target pop

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25
Q

sample

A

smaller set of people taken from pop. of interest

impossible to recruit all/whole target pop.

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26
Q

census

A

study of every person in pop. of interest

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27
Q

biased vs. unbiased samples

A

biased: unrepresentative sample
- not all members have = chance of being included
unbiased: representative sample
- ex) random calling
- each member of pop. have = chance of being included in study

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28
Q

convenience sampling

A

researchers sample easiest people to recruit

ex) psych sample pool (like SONA), not representative as all these students need a psych class for major

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29
Q

self selection

A

sampling only those volunteering to participate

ex) volunteering to review products online

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30
Q

simple random sampling

A

like picking a name out of a bowl
- need good sampling frame/list of all people in pop. of interest

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31
Q

cluster sampling

A

used w/ groups of ppl but groups are arbitrary/not meaningful … everyone is recruited

can be problematic if clusters do have similarities/significantly different from each other

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32
Q

multistage sampling

A

random select people from clusters, not using everyone from each cluster

stage 1: random sample of clusters is selected
stage 2: select random sample of participants from the selected cluster

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33
Q

stratified random sampling

A

groups are created to specifically represent the pop/ of interest … groups are created in a meaningful way (ex. race, age, etc.)

sample size needs to represent groups of population

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34
Q

oversampling

A

variation of stratified random sampling

over represent certain groups on purpose b/c group is too small usually

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35
Q

systematic sampling

A

random select starting point and interval you select people in

ex) starting point is #2 and use interval of 3

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36
Q

random sampling vs. random assignment

A

sampling: increases external validity = generalization

assignment: used only in experimental designs to assign participants to groups at random
- increases internal validity

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37
Q

settling for an unrepresentative sample: convenience sampling

A

if other researchers can replicate as well

if internal validity > external validity

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38
Q

settling for an unrepresentative sample: purposive sampling

A

use specific type of person/study a specific group
- recruiting is biased

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39
Q

settling for an unrepresentative sample: snowballing sampling

A

asking them to recommend other people they know that the study is observing
- not random sample but allows easier access to ppl

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40
Q

settling for an unrepresentative sample: quota sampling

A

identify group/cluster population
- need to set target #/quota of recruitment until quota is met

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41
Q

when external validity is lower priority with _________ ________ in the real world/research studies

A

non probability samples

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42
Q

in a frequency claim, _______ ________ is a priority

A

external validity

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43
Q

larger samples are not always ______ __________

A

more representative

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44
Q

experimental variables

A

experiment
manipulated variable (IV)
measured variable (DV/outcome)

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45
Q

conditions

A

levels of an independent variable

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46
Q

control variable

A

any variable that an experimenter holds constant to not have any potential confounds

47
Q

how do experiments establish covariance?

A

IVs answer the question, “compared to what?”, among three groups:
- treatment (one or more treatment conditions)
- control group (no treatment condition)
- placebo group (separates actual effects from placebo)

48
Q

how do experiments establish temporal precedence?

A

the cause variable precedes the effect variable

  • the IV happened and then the DV was measured
49
Q

how do experiments establish internal validity?

A

with confounds!

50
Q

design confound (and what is the problem?)

A

problem with the design of an experiment

systematic variability is the problem, which is just another variable changing with the IV

51
Q

systematic variability

A

problematic

52
Q

unsystematic variability

A

inconsistent/random change

not a confound but can still make it hard to tell difference between conditions

53
Q

how to reduce systematic variability?

A

proper experimental design and control

54
Q

selection effect

A

one level of IV/condition is systematically different from the other level of IV/condition due to participants choosing what condition to be in

55
Q

how to avoid selection effect?

A

random assignment

matched groups (matching based on certain characteristics)

56
Q

independent-groups design

A

aka between-subjects design or between-groups design

exposed to one condition/IV level

57
Q

within-groups design

A

aka within-subjects design

exposed to all conditions/IV levels

58
Q

Posttest-only design

A

dependent variable only measured once

59
Q

problem with posttest-only design

A

don’t know if pre-existing differences influenced outcome as DV was only measured at the end!

60
Q

pretest/posttest design

A

measure DV before and after treatment

61
Q

what is the main reason that researchers do experiments?

a. to have a more valid study
b. to support causal claims
c. to generalize to more people
d. to collect evidence in the real world
e. to be the most scientific

A

b

62
Q

which of these is a causal claim?

a. fifty percent of parents give iPads to grumpy kids
b. having mom in the car makes teens safe drivers
c. people who bet on final-four games enjoy watching them more

A

b, makes/causes = answer

63
Q

Lydia criticized my experiment for its terrible internal validity. What did she probably say?

a. “you didn’t use a within groups design”
b. “you didn’t use a random assignment”
c. “you didn’t use a random sample”
d. “you didn’t use a pretest-posttest design”

A

B

64
Q

“a study published in the journal Appetite in January suggests, for example, that there is a link between enjoyment of bitter taste and antisocial personality traits. In that study, close to 1,000 Americans were given standard personality and taste-preference questionaries. People who enjoyed foods with bitter notes - such as grapefruit, tonic water, coffee and radishes - were more likely to admit that they enjoyed tormenting people or that they tend to manipulate others to get their way.”

is this an experimental study?

A

no, no correlation shown so it can’t be an experimental study

65
Q

“imagine you’ve heard of a politician accepting bribes or of a student stealing library books: How harshly would you judge the offender? According to a 2011 study, that may depend on what you’ve just tasted: Volunteers who had just been told to take a gulp of an extremely bitter herbal tonic judged various moral transgressions as far more serious than people drinking nothing but water.”

is this an experimental study?

A

yes, comparison group and correlation shown

66
Q

type of within-group designs

A

repeated-measures design
- seeing if sharing experience is better than alone

concurrent-measures design
- exposed to all conditions @ the same time

67
Q

advantages of within-groups designs

A
  1. participants in your groups are equivalent because they are the same participants and serve as their own controls
  2. these designs give researchers more power to notice differences between conditions
  3. within-groups designs require fewer participants than other designs
68
Q

con of within-groups designs

A

order effects
- when being exposed to one condition affects how participants respond to other conditions

might not be practical or possible to counterbalance order

experiencing all levels of the independent variable (IV) changes the way participants act (demand characteristics)

69
Q

2 types of order effects

A

practice effects
- when participants do better on 2nd task because of practice or do worse on 2nd task because of fatigue

carryover effects
- when there’s contamination carrying over from 1 condition to another

70
Q

how to avoid order effects

A

counterbalancing
- switch up order so no carryover/practice effect takes place

71
Q

two types of counterbalancing

A

full counterbalancing
- a –>b b –> a
- make sure each task is presented at all different times

partial counterbalancing
- not being tested on exact workings, just know we use it with more than 3 conditions
- example: Latin square

72
Q

demand characteristics

A

when the participant may guess the hypothesis which can influence behavior

solution: ask participants purpose of the study at the end, if they guess right you can invalidate their input

73
Q

2 ways to test the construct validity with the independent variable

A

manipulation check
- question included along with IV of whether manipulation worked or not

Pilot study
-test before study (with smaller sample) to see if study/manipulation works

need to be careful as these can lead the participant to reveal hypothesis/meaning of the study

74
Q

2 ways to make sure external validity is good

A

generalizing to other people
generalizing to other situations

75
Q

2 things to ask to make sure statistical validity is good

A

is the difference statistically significant?
how large is the effect

76
Q

most common way to measure effect size

A

cohen’s d

77
Q

three fundamental questions about internal validity

A
  1. were there any design confounds
  2. if an independent-groups design was used, did researchers control for selection effects using random assignment or matching?
  3. if a within-groups design was used, did researchers control for order effects by counterbalancing?
78
Q

six potential internal validity threats in one-group, pretest/posttest designs

A
  1. maturation threats to internal validity
  2. history threats to internal validity
  3. regression threats to internal validity
  4. attrition threats to internal validity
  5. testing threats to internal validity
  6. instrumentation threats to internal validity
79
Q

maturation threats

A

change in behavior that emerges spontaneously over time

can be addressed w/ comparison group
- if they show maturation effect as well, we know that something else is at play

80
Q

history threat

A

external factor that systematically effects most if not all people in study

  • example, go green: could be effected by weather, daylight savings time, etc.

history threat is present if change is seen in control variable and IV

81
Q

regression threat

A

unusually high or low in measurement when compared to regular average, so therefore next time it is measured the score will be closer to regular average

82
Q

attrition threat

A

only problematic when it is systematic (when certain groups of participants are dropping out due to characteristics related to the variables being studied)

solution: don’t include data of people who dropped out, no matter the reason

83
Q

testing threat

A

when participants’ responses on a posttest measure are influenced by their exposure to the pretest measure (similar to practice effect!)

solution: add comparison group, create a different measure, or don’t use pretest/posttest, only posttest only design

84
Q

instrumentation threat

A

changes in the instrument/observers which may produce changes in the outcome

solution: posttest only design and make sure posttest and pretest measures are =

85
Q

three potential internal validity threats in any study

A

observer bias

demand characteristics

placebo effects

86
Q

you have 3 conditions: placebo group, control and IV. if the control group doesn’t change but both placebo and IV do change, what can we infer?

A

there is a placebo effect!

87
Q

reasons why the IV doesn’t make a difference/null findings

A

not enough between-groups difference

within-groups variability obscured the group differences (too much differences within group)

there really is no difference!

88
Q

4 reasons why there isn’t enough between-group difference and solution

A

weak manipulations
- not enough manipulation

insensitive measures
- not specific enough categories

ceiling and floor effects
- ceiling - too many correct answers/scores higher across conditions
- floor - scores too low across conditions/too many wrong answers

design confound acting in reverse

solution:

manipulation check
- assess construct validity of IV, make sure manipulation works

89
Q

confounds usually threaten _____ ______, but can also apply to ___ _____

A

internal validity; null effects

90
Q

3 reasons why within-groups variability obscured the group differences

A

measurement error
- any factor that can inflate or deflate a person’s true score on the DV
- more problematic with a small sample
- solutions: use reliable measurements, measure more instances/use larger sample

individual differences
- spread out scores within each group
- solution: change the design to a within-groups or matched groups design
- add more participants

situation noise
- any kind of external distraction that could cause variability within-groups that obscure between-groups differences
- solution: control surroundings of experiment

91
Q

another name for the three solutions to why within-groups variability obscured the group differences

A

power

92
Q

power

A

the likelihood that a study will yield a statistically significant result when the IV really has an effect

studies with a lot of power are more likely to detect true differences

93
Q

higher power in a study can lead to findings of …

A

smaller differences

94
Q

how to increase power

A

using large sample size

use reliable/valid measurement

strong manipulation

95
Q

file drawer problem/publication bias

A

significant findings will be published over lower significant findings

96
Q

Which of the following is not true about self reports?

a) Children’s self reports have been shown to be
inaccurate.
b) People may self report more than they know.
c) People may answer questions in order to seem worse than they really are.
d) People are usually their best expert

A

a

97
Q

Which one of the following is a means of controlling for observer bias?

a) Waiting for the participants to become used to the observer.
b) Using unobtrusive observations.
c) Making sure the observer does not know key aspects of the study, including the experimental conditions or hypotheses.
d) Measuring physical traces of behavior rather than observing behavior directly.

A

c

98
Q

The following item appears on a survey: “Was your cell phone purchased within the last two years and have you downloaded the most recent updates?”

What is the biggest problem with this wording?
a) It is a double-barreled question.
b) It is not on a Likert scale.
c) It involves negative wording.
d) It is a leading question.

A

a

99
Q

Dr. James is doing a study to investigate the prevalence of bipolar disorder among people in young adulthood. Which of the following is most important to their study?

a) Making sure their study has high internal validity.
b) Finding their sample through probability sampling.
c) Using snowballing sampling.
d) Using random assignment.

A

b

100
Q

Which of the following samples is most likely to generalize to its population of interest?

a) A quota sample of 120.
b) A convenience sample of 12,000.
c) A stratified random sample of 120.
d) A self-selected sample of 120,000.

A

c

101
Q

A PHD student, Mary, designed a study to investigate the effect of high school start times on adolescent mental health. She intends to divide students at a randomly selected high school into two groups, the first group will have school start at 8 am and the second group will have school start at 10 am. The high school students would be allowed to choose which start time they wanted (either 8 am or 10 am). Mary intends to do a pretest/posttest design. Mary’s PHD advisor expressed concern at this design and advised her to alter her study. Which of the following is the suggestion the PHD advisor most likely gave to Mary?

a) None of the above.
b) Randomly assign the students into one of the two groups.
c) Use a posttest only design.
d) Create another group that doesn’t go to school at all.

A

b

102
Q

Darrin reads a story reporting that students at private colleges get higher GPAs than those at public colleges. He wonders if this means going to a private college causes you to have a higher GPA; if so, he’ll go to a private college! Applying the three causal criteria, Darrin knows there is covariance here. He also knows there is temporal precedence because you choose a college first, and then you get your GPA. Which of the following questions would help Darrin ask about the third criterion, internal validity?

a) How did they decide what qualifies a college as private or public?
b) Is the link between private college and high grades the same for both men and women?
c) Could there be a restriction of range?
d) Is there some other reason these two are related? Maybe students from higher SES are more likely to go to private colleges, and they are more likely to get better grades.

A

d

103
Q

Max ran an experiment to examined the impact of hand warmth on perceived friendliness. He asked people to shake hands with an experimenter and rate the experimenter’s friendliness using a self-report measure. People were randomly assigned to shake hands with the experimenter either after the experimenter cooled their hand with cold water, or warmed their hand with warm water. What type of design is Max’s experiment?

a) Repeated-measures design.
b) Posttest-only design.
c) Pretest/posttest design.
d) Concurrent-measures design

A

b

104
Q

Kate and Kevin are a pair of twins involved in a longitudinal twin study looking at the development of self-concept in twins from when they are infants to adolescents. They were in the study from when they were 10 months to 3 years old but their parents just moved to Germany so they had to drop out of the study. Which of the following is true?

a) This is not an example of attrition threat.
b) This is a threat to the study’s external validity.
c) This is a possible design confound.
d) This is an example of attrition threat.

A

a

105
Q

Dr. Banks tests to see how many training sessions it takes for dogs to learn to “Sit and stay.” She randomly assigns 60 dogs to two reward conditions: one is miniature hot dogs, the other is small pieces of steak. Surprisingly, she finds the dogs in each group learn “Sit and stay” in about the same number of sessions. Given the design of her study, what is the most likely explanation for this null effect?
a) She didn’t use a manipulation check.
b) She used too many dogs.
c) There were too many individual differences among the dogs.
d) The dogs love both treats (her reward manipulation has a ceiling effect)

A

d

106
Q

The “Go-Green” Experiment assesses if turning off the lights in the dorm is an effective way to reduce energy usage. The results indicated a decrease in electricity usage. However, a researcher stated that this could have been due to the recent summer break that had occurred. What type of threat is this to internal validity?

a) History threat.
b) Maturation threat.
c) Regression threat.
d) Attrition threat.

A

a

107
Q

A researcher’s population of interest is New York City dog owners. Which of the following samples is most likely to generalize to this population of interest?

a) A sample of 50 dog owners visiting a dog-friendly New York City park.
b) A sample of 45 dog owners visiting a veterinarian in the New York City area.
c) A sample of 50 dog owners selected at random from New York City pet registration records.
d) A sample of 25 dog owners who visit New York City’s ASPCA website.

A

c

108
Q

When people are using an acquiescent response set they are:

a. Trying to give the responses they think the researcher wants to hear.
b. Misrepresenting their views to appear more socially acceptable.
c. Giving the same, neutral answer to each question.
d. Tending to agree with every item, no matter what it says.

A

d

109
Q

In which of the following situations do people most accurately answer survey questions? (2 answers)

a. When they are describing the reasons for their own behavior.
b. When they are describing what happened to them, especially after important events.
c. When they are describing their subjective experience; how they personally feel about something.
d. People almost never answer survey questions accurately.

A

b, c

110
Q

Which of the following makes it more likely that behavioral observations will have good interrater reliability?

a. A masked study design
b. A clear codebook
c. Using naive, untrained coders
d. Open-ended responses

A

b

111
Q

Which one of the following is a means of controlling for observer bias?

a. Using unobtrusive observations.
b. Waiting for the participants to become used to the observer.
c. Making sure the observer does not know the study’s hypotheses.
d. Measuring physical traces of behavior rather than observing behavior directly.

A

c

112
Q

Which of the following is a way of preventing reactivity?

a. Waiting for the participants to become used to the observer.
b. Making sure the observers do not know the study’s hypotheses.
c. Making sure the observer uses a clear codebook.
d. Ensuring the observers have good interrater reliability.

A

a

113
Q

Which of the following four terms is not synonymous with the others?

a. Generalizable sample
b. Externally valid sample
c. Representative sample
d. Biased sample

A

d

114
Q

A researcher’s population of interest is New York City dog owners. Which of the following samples is most likely to generalize to this population of interest?

a. A sample of 25 dog owners visiting dog-friendly New York City parks.
b. A sample of 25 dog owners who have appointments for their dogs at veterinarians in the New York City area.
c. A sample of 25 dog owners selected at random from New York City pet registration records.
d. A sample of 25 dog owners who visit New York City’s ASPCA website.

A

c

115
Q

Externally valid samples are more important for some research questions than for others. For which of the following research questions will it be most important to use an externally valid sampling technique?

a. Estimating the proportion of U.S. teens who are depressed.
b. Testing the association between depression and illegal drug use in U.S. teens.
c. Testing the effectiveness of support groups for teens with depression.

A

a

116
Q

Max ran an experiment in which he asked people to shake hands with an experimenter (played by a female friend) and rate the experimenter’s friendliness using a self-report measure. The experimenter was always the same person and used the same standard greeting for all participants. People were randomly assigned to shake hands with her either after she had cooled her hands under cold water or after she had warmed her hands under warm water. Max’s results found that people rated the experimenter as friendlier when her hands were warm than when they were cold.

Why does Max’s experiment satisfy the causal criterion of temporal precedence?

a. Because Max found a difference in rated friendliness between the two conditions, cold hands and warm hands.
b. Because the participants shook the experimenter’s hand before rating her friendliness.
c. Because the experimenter acted the same in all conditions, except having cold or warm hands.
d. Because Max randomly assigned people to the warm hands or cold hands condition.

A

b

117
Q

Max ran an experiment in which he asked people to shake hands with an experimenter (played by a female friend) and rate the experimenter’s friendliness using a self-report measure. The experimenter was always the same person and used the same standard greeting for all participants. People were randomly assigned to shake hands with her either after she had cooled her hands under cold water or after she had warmed her hands under warm water. Max’s results found that people rated the experimenter as friendlier when her hands were warm than when they were cold.

In Max’s experiment, what was a control variable?

a. The participants’ rating of the friendliness of the experimenter.
b. The temperature of the experimenter’s hands (warm or cold).
c. The gender of the students in the study.
d. The standard greeting the experimenter used while shaking hands.

A

d

118
Q

Max ran an experiment in which he asked people to shake hands with an experimenter (played by a female friend) and rate the experimenter’s friendliness using a self-report measure. The experimenter was always the same person and used the same standard greeting for all participants. People were randomly assigned to shake hands with her either after she had cooled her hands under cold water or after she had warmed her hands under warm water. Max’s results found that people rated the experimenter as friendlier when her hands were warm than when they were cold.

What type of design is Max’s experiment?

a. Posttest-only design
b. Pretest/posttest design
c. Concurrent-measures design
d. Repeated-measures design

A

a

119
Q

Max ran an experiment in which he asked people to shake hands with an experimenter (played by a female friend) and rate the experimenter’s friendliness using a self-report measure. The experimenter was always the same person and used the same standard greeting for all participants. People were randomly assigned to shake hands with her either after she had cooled her hands under cold water or after she had warmed her hands under warm water. Max’s results found that people rated the experimenter as friendlier when her hands were warm than when they were cold.

Max randomly assigned people to shake hands either with the “warm hands” experimenter or the “cold hands” experimenter. Why did he randomly assign participants?

a. Because he had a within-groups design.
b. Because he wanted to avoid selection effects.
c. Because he wanted to avoid an order effect.
d. Because he wanted to generalize the results to the population of students at his university.

A

b

120
Q

Max ran an experiment in which he asked people to shake hands with an experimenter (played by a female friend) and rate the experimenter’s friendliness using a self-report measure. The experimenter was always the same person and used the same standard greeting for all participants. People were randomly assigned to shake hands with her either after she had cooled her hands under cold water or after she had warmed her hands under warm water. Max’s results found that people rated the experimenter as friendlier when her hands were warm than when they were cold.

Which of the following questions would you use to interrogate the construct validity of Max’s experiment?

a. How large is the effect size comparing the rated friendliness of the warm hands and cold hands conditions?
b. How well did Max’s “experimenter friendliness” rating capture participants’ actual impressions of the experimenter?
c. Were there any confounds in the experiment?
d. Can we generalize the results from Max’s friend to other experimenters with whom people might shake hands?

A

b

121
Q

Dr. Weber conducted a long-term study in which people were tested on happiness, asked to make two new friends, and then tested on happiness 1 month later. He noticed that six of the most introverted people dropped out by the last session. Therefore, his study might have which of the following internal validity threats?

a. Attrition
b. Maturation
c. Selection
d. Regression

A

a

122
Q

How is a testing threat to internal validity different from an instrumentation threat?

a. A testing threat can be prevented with random assignment; an instrumentation threat cannot.
b. A testing threat applies only to within-groups designs; an instrumentation threat applies to any type of study design.
c. A testing threat can be prevented with a double-blind study; an instrumentation threat can be prevented with a placebo control.
d. A testing threat refers to a change in the participants over time; an instrumentation threat refers to a change in the measuring instrument over time.

A

d

123
Q

A regression threat applies especially:

a. When there are two groups in the study: an experimental group and a control group.
b. When the researcher recruits a sample whose average is extremely low or high at pretest.
c. In a posttest-only design.
d. When there is a small sample in the study.

A

b

124
Q

Dr. Banks modifies her design and conducts a second study. She uses the same number of dogs and the same design, except now she rewards one group of dogs with miniature hot dogs and another group with pieces of apple. She finds a big difference, with the hot-dogs group learning the command faster. Dr. Banks avoided a null result this time because her design:

a. Increased the between-groups variability.
b. Decreased the within-groups variability.
c. Improved the study’s internal validity.

A

a

125
Q

When a study has a large number of participants and a small amount of unsystematic variability (low measurement error, low levels of situation noise), then it has a lot of:

a. Internal validity
b. Manipulation checks
c. Dependent variables
d. Power and precision

A

d

Research Methods 344 (4 decks)

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