Question 1

The _________ design involves two or more groups that are not randomly assigned; a comparison group is compared to one or more treatment groups.

Accepted Answer

A)  nonequivalent group 
B)  interrupted time-series 
C)  pretest-posttest control-group 
D)  A-B-A-B 
A)  nonequivalent group 
B)  interrupted time-series 
C)  pretest-posttest control-group 
D)  A-B-A-B

Question 2

The posttest-only control-group design

Accepted Answer

A)  suffers from the selection threat to internal validity. 
B)  suffers from the statistical regression threat to internal validity. 
C)  suffers from the history threat to internal validity. 
D)  allows cause-and-effect statements to be made. 
A)  suffers from the selection threat to internal validity. 
B)  suffers from the statistical regression threat to internal validity. 
C)  suffers from the history threat to internal validity. 
D)  allows cause-and-effect statements to be made.

Question 3

Briefly describe what the paraprofessionals did during the second B period of the A-B-A-B design.

Accepted Answer

During the second B period, the paraprof

Question 4

Define random assignment. What is the purpose of random assignment and under what circumstances is random assignment likely to fail?

Accepted Answer

Random assignment is a method used in ex

Question 5

A typical experiment differs from a single-case experiment in which of the following ways?

Accepted Answer

A)  A typical experiment manipulates an independent variable and a single-case experiment does not. 
B)  A typical experiment controls variables and a single-case experiment does not. 
C)  A typical experiment uses multiple participants and a single-case experiment uses one participant. 
D)  All of the above. 
A)  A typical experiment manipulates an independent variable and a single-case experiment does not. 
B)  A typical experiment controls variables and a single-case experiment does not. 
C)  A typical experiment uses multiple participants and a single-case experiment uses one participant. 
D)  All of the above.

Question 6

The nonequivalent group design is most similar to the ____________ design.

Accepted Answer

A)  interrupted time-series 
B)  pretest-posttest control-group 
C)  Solomon four-group 
D)  posttest-only control group 
A)  interrupted time-series 
B)  pretest-posttest control-group 
C)  Solomon four-group 
D)  posttest-only control group

Question 7

Suppose a researcher conducts an A-B-A-B study. She records baseline observations and then administers a treatment and records behavior during treatment. What will she do next?

Accepted Answer

A)  She will administer a different treatment. 
B)  She will take away the treatment. 
C)  She will begin the second B phase of the experiment. 
D)  She will write up her results in APA format. 
A)  She will administer a different treatment. 
B)  She will take away the treatment. 
C)  She will begin the second B phase of the experiment. 
D)  She will write up her results in APA format.

Question 8

Explain how the following threats to internal validity apply to the interrupted time-series design: (a) history, (b) maturation, and (c) instrumentation.

Accepted Answer

The interrupted time-series design is a

Question 9

If events occur between the DV measurements in a repeated-measures design, we have which of the following threats to internal validity?

Accepted Answer

A)  Selection 
B)  Instrumentation 
C)  Diffusion of treatment 
D)  History 
A)  Selection 
B)  Instrumentation 
C)  Diffusion of treatment 
D)  History

Question 10

The __________ design involves a single group of participants who are measured repeatedly both before and after a treatment.

Accepted Answer

A)  Solomon four-group 
B)  interrupted time-series 
C)  pretest-posttest control-group 
D)  nonequivalent group 
A)  Solomon four-group 
B)  interrupted time-series 
C)  pretest-posttest control-group 
D)  nonequivalent group

Question 11

Questions refer to the following research study:
Ronda would like to assess the effects of a reading comprehension course on the scores of students. She gives a group of remedial students a reading comprehension pretest and then randomly assigns them to either the treatment group or the control group. Shortly after the treatment, she measures their reading comprehension scores again.
-Which set of results would result in Ronda being worried about the internal validity threat of testing?

Accepted Answer

A)  The treatment group improves their reading comprehension scores and the control group does not. 
B)  The control group improves their reading comprehension scores and the treatment group does not. 
C)  The treatment group and the control group both increase their reading comprehension scores. 
D)  The reading scores of both the treatment group and the control group stay the same across time. 
A)  The treatment group improves their reading comprehension scores and the control group does not. 
B)  The control group improves their reading comprehension scores and the treatment group does not. 
C)  The treatment group and the control group both increase their reading comprehension scores. 
D)  The reading scores of both the treatment group and the control group stay the same across time.

Question 12

Describe the interrupted time-series design and give an example.

Accepted Answer

The interrupted time-series design is a

Question 13

Briefly describe the A-B design, including what "A" and "B" stand for. Give an example of an A-B design.

Accepted Answer

The A-B design is a simple experimental

Question 14

In a single-case experiment, how do researchers create a control condition?

Accepted Answer

A)  A separate individual serves as the "control group." 
B)  The baseline observations serve as the control condition. 
C)  The researchers compare their results to past research to create a control condition. 
D)  Single-case experiments do not generally have a control condition. 
A)  A separate individual serves as the "control group." 
B)  The baseline observations serve as the control condition. 
C)  The researchers compare their results to past research to create a control condition. 
D)  Single-case experiments do not generally have a control condition.

Question 15

Distinguish between a case study and a single-case experiment.

Accepted Answer

A case study and a single-case experimen

Question 16

Why do researchers change only one variable at a time in single-case experiments?

Accepted Answer

A)  There are not enough participants to change multiple variables at once. 
B)  There is increased external validity when only one variable is changed at a time. 
C)  Changing multiple variables at once creates confounds in the experiment. 
D)  The statistical techniques required to analyze the data are very complex when more than one variable is changed at a time. 
A)  There are not enough participants to change multiple variables at once. 
B)  There is increased external validity when only one variable is changed at a time. 
C)  Changing multiple variables at once creates confounds in the experiment. 
D)  The statistical techniques required to analyze the data are very complex when more than one variable is changed at a time.

Question 17

Briefly describe what the paraprofessionals did during the second A period of the A-B-A-B design.

Accepted Answer

During the second A period, the paraprof

Question 18

Quasi-experimental designs have _____ threats to internal validity than true experiments.

Accepted Answer

A)  the same number of 
B)  more 
C)  fewer 
D)  None of the above. 
A)  the same number of 
B)  more 
C)  fewer 
D)  None of the above.

Question 19

Why is it difficult to determine causality in an A-B design?

Accepted Answer

Determining causality in an A-B design c

Question 20

How does the A-B-A-B design differ from the A-B-A design?

Accepted Answer

A)  There are baseline observations in the A-B-A-B design and there are no baseline observations in the A-B-A design. 
B)  A treatment is administered in the A-B-A-B design and no treatment is administered in the A-B-A design. 
C)  The treatment is removed in the A-B-A-B design and the treatment is not removed in the A-B-A design. 
D)  The treatment is reintroduced (after having been removed) in the A-B-A-B design and the treatment is never reintroduced in the A-B-A design. 
A)  There are baseline observations in the A-B-A-B design and there are no baseline observations in the A-B-A design. 
B)  A treatment is administered in the A-B-A-B design and no treatment is administered in the A-B-A design. 
C)  The treatment is removed in the A-B-A-B design and the treatment is not removed in the A-B-A design. 
D)  The treatment is reintroduced (after having been removed) in the A-B-A-B design and the treatment is never reintroduced in the A-B-A design.

The _________ design involves two or more groups that are not randomly assigned; a comparison group is compared to one or more treatment groups.

The posttest-only control-group design

Briefly describe what the paraprofessionals did during the second B period of the A-B-A-B design.

Define random assignment. What is the purpose of random assignment and under what circumstances is random assignment likely to fail?

A typical experiment differs from a single-case experiment in which of the following ways?

The nonequivalent group design is most similar to the ____________ design.

Suppose a researcher conducts an A-B-A-B study. She records baseline observations and then administers a treatment and records behavior during treatment. What will she do next?

Explain how the following threats to internal validity apply to the interrupted time-series design: (a) history, (b) maturation, and (c) instrumentation.

If events occur between the DV measurements in a repeated-measures design, we have which of the following threats to internal validity?

The __________ design involves a single group of participants who are measured repeatedly both before and after a treatment.

Describe the interrupted time-series design and give an example.

Briefly describe the A-B design, including what "A" and "B" stand for. Give an example of an A-B design.

In a single-case experiment, how do researchers create a control condition?

Distinguish between a case study and a single-case experiment.

Why do researchers change only one variable at a time in single-case experiments?

Briefly describe what the paraprofessionals did during the second A period of the A-B-A-B design.

Quasi-experimental designs have _____ threats to internal validity than true experiments.

Why is it difficult to determine causality in an A-B design?

How does the A-B-A-B design differ from the A-B-A design?

Psychological Research and the Research Methods Course

Developing a Good Research Idea and Conducting an Ethical Project

Qualitative Research Methods

Nonexperimental Methods: Descriptive Methods, Correlational Studies, Ex Post Facto Studies, Surveys and Questionnaires, Sampling, and Basic Research Strategies

Using the Scientific Method in Psychology

Conducting a Good Experiment I: Variables and Control

Conducting a Good Experiment Ii: Final Considerations, Unanticipated Influences, and Cross-Cultural Issues

Internal and External Validity

Using Statistics to Answer Questions

Designing, Conducting, Analyzing, and Interpreting Experiments With Two Groups

Designing, Conducting, Analyzing, and Interpreting Experiments With More Than Two Groups

Designing, Conducting, Analyzing, and Interpreting Experiments With Multiple Independent Variables

Writing and Assembling an Apa-Format Research Report

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Exam 13: Alternative Research Designs

The _________ design involves two or more groups that are not randomly assigned; a comparison group is compared to one or more treatment groups.

The posttest-only control-group design

Briefly describe what the paraprofessionals did during the second B period of the A-B-A-B design.

Define random assignment. What is the purpose of random assignment and under what circumstances is random assignment likely to fail?

A typical experiment differs from a single-case experiment in which of the following ways?

The nonequivalent group design is most similar to the ____________ design.

Suppose a researcher conducts an A-B-A-B study. She records baseline observations and then administers a treatment and records behavior during treatment. What will she do next?

Explain how the following threats to internal validity apply to the interrupted time-series design: (a) history, (b) maturation, and (c) instrumentation.

If events occur between the DV measurements in a repeated-measures design, we have which of the following threats to internal validity?

The __________ design involves a single group of participants who are measured repeatedly both before and after a treatment.

Describe the interrupted time-series design and give an example.

Briefly describe the A-B design, including what "A" and "B" stand for. Give an example of an A-B design.

In a single-case experiment, how do researchers create a control condition?

Distinguish between a case study and a single-case experiment.

Why do researchers change only one variable at a time in single-case experiments?

Briefly describe what the paraprofessionals did during the second A period of the A-B-A-B design.

Quasi-experimental designs have _____ threats to internal validity than true experiments.

Why is it difficult to determine causality in an A-B design?

How does the A-B-A-B design differ from the A-B-A design?

Psychological Research and the Research Methods Course

Developing a Good Research Idea and Conducting an Ethical Project

Qualitative Research Methods

Nonexperimental Methods: Descriptive Methods, Correlational Studies, Ex Post Facto Studies, Surveys and Questionnaires, Sampling, and Basic Research Strategies

Using the Scientific Method in Psychology

Conducting a Good Experiment I: Variables and Control

Conducting a Good Experiment Ii: Final Considerations, Unanticipated Influences, and Cross-Cultural Issues

Internal and External Validity

Using Statistics to Answer Questions

Designing, Conducting, Analyzing, and Interpreting Experiments With Two Groups

Designing, Conducting, Analyzing, and Interpreting Experiments With More Than Two Groups

Designing, Conducting, Analyzing, and Interpreting Experiments With Multiple Independent Variables

Writing and Assembling an Apa-Format Research Report

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