Question 1

Briefly describe three famous past studies that utilized the single-case experimental design.

Accepted Answer

1. The study by B.F. Skinner on operant

Question 2

One argument for conducting statistical tests for single-case experiments is that

Accepted Answer

A)  statistics have uncovered cases of Type I and Type II errors in the literature. 
B)  historically, researchers have used statistics for single-case experiments. 
C)  using statistics for single-case experiments allows us to make comparisons to other single-case experiments. 
D)  statistical significance will help us uncover practical significance. 
A)  statistics have uncovered cases of Type I and Type II errors in the literature. 
B)  historically, researchers have used statistics for single-case experiments. 
C)  using statistics for single-case experiments allows us to make comparisons to other single-case experiments. 
D)  statistical significance will help us uncover practical significance.

Question 3

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 statistical regression?

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)  Both the treatment group and the control group 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)  Both the treatment group and the control group increase their reading comprehension scores. 
D)  The reading scores of both the treatment group and the control group stay the same across time.

Question 4

Describe the internal validity threat of history and give an example.

Accepted Answer

The internal validity threat of history

Question 5

How is a case study different from a single-case experiment?

Accepted Answer

A)  A case study involves manipulation of at least one variable, and a single-case experiment does not. 
B)  A single-case experiment involves manipulation of at least one variable, and a case study does not. 
C)  A case study allows cause-and-effect conclusions, and a single-case experiment does not. 
D)  A case study has higher internal validity than a single-case experiment. 
A)  A case study involves manipulation of at least one variable, and a single-case experiment does not. 
B)  A single-case experiment involves manipulation of at least one variable, and a case study does not. 
C)  A case study allows cause-and-effect conclusions, and a single-case experiment does not. 
D)  A case study has higher internal validity than a single-case experiment.

Question 6

________ means that all possible participants have an equal opportunity to be chosen for your experiment.

Accepted Answer

A)  Random assignment 
B)  Random selection 
C)  Statistical regression 
D)  Diffusion of treatment 
A)  Random assignment 
B)  Random selection 
C)  Statistical regression 
D)  Diffusion of treatment

Question 7

One advantage of the Solomon four-group design over the pretest-posttest control-group design is increased

Accepted Answer

A)  internal validity. 
B)  external validity. 
C)  protection against experimenter bias. 
D)  protection against experimenter characteristics. 
A)  internal validity. 
B)  external validity. 
C)  protection against experimenter bias. 
D)  protection against experimenter characteristics.

Question 8

How does a quasi-experiment differ from an ex post facto design?

Accepted Answer

A)  In a quasi-experiment, there is more control over the IV than in an ex post facto study. 
B)  A quasi-experiment has a measured dependent variable and an ex post facto study does not. 
C)  A quasi-experiment has random selection and an ex post facto study does not. 
D)  All of the above are differences between a quasi-experiment and an ex post facto design. 
A)  In a quasi-experiment, there is more control over the IV than in an ex post facto study. 
B)  A quasi-experiment has a measured dependent variable and an ex post facto study does not. 
C)  A quasi-experiment has random selection and an ex post facto study does not. 
D)  All of the above are differences between a quasi-experiment and an ex post facto design.

Question 9

In which of the following designs can a cause-and-effect relation be determined?

Accepted Answer

A)  A-B design 
B)  A-B-A design 
C)  Case study 
D)  Quasi-experiment 
A)  A-B design 
B)  A-B-A design 
C)  Case study 
D)  Quasi-experiment

Question 10

Which of the following is not a true experimental design?

Accepted Answer

A)  the nonequivalent group design 
B)  the pretest-posttest control-group design 
C)  the Solomon four-group design 
D)  the posttest-only control group 
A)  the nonequivalent group design 
B)  the pretest-posttest control-group design 
C)  the Solomon four-group design 
D)  the posttest-only control group

Question 11

Random assignment is related to __________ validity, whereas random selection is related to ___________ validity.

Accepted Answer

A)  construct; content 
B)  content; construct 
C)  internal; external 
D)  external; internal 
A)  construct; content 
B)  content; construct 
C)  internal; external 
D)  external; internal

Question 12

Describe the nonequivalent group design and give an example of such a study. Describe one weakness of the nonequivalent group design.

Accepted Answer

The nonequivalent group design is a rese

Question 13

Which of the following is the main threat to internal validity in an interrupted time-series design?

Accepted Answer

A)  statistical regression 
B)  history 
C)  experimental mortality 
D)  diffusion of treatment 
A)  statistical regression 
B)  history 
C)  experimental mortality 
D)  diffusion of treatment

Question 14

If we choose participants in such a way that our groups are not equal before the experiment, we have which of the following threats to internal validity?

Accepted Answer

A)  Selection 
B)  History 
C)  Testing 
D)  Maturation 
A)  Selection 
B)  History 
C)  Testing 
D)  Maturation

Question 15

When a study is free from confounds, the researcher can conclude that the ___________ variable causes changes in the ____________ variable.

Accepted Answer

A)  dependent; independent 
B)  independent; dependent 
C)  first independent; second independent 
D)  second independent; first independent 
A)  dependent; independent 
B)  independent; dependent 
C)  first independent; second independent 
D)  second independent; first independent

Question 16

A single-case experimental design is also known as a(n)

Accepted Answer

A)  case study. 
B)  N = 1 design. 
C)  one-way ANOVA. 
D)  repeated measures ANOVA. 
A)  case study. 
B)  N = 1 design. 
C)  one-way ANOVA. 
D)  repeated measures ANOVA.

Question 17

To control for history effects in an interrupted time-series study, a researcher decides to use an A-B-A format in her study. This means that she

Accepted Answer

A)  increases the number of testing intervals in her study. 
B)  includes a comparison group that does not receive the treatment. 
C)  takes away the treatment to determine if behavior reverts back to baseline. 
D)  adds another treatment condition to the study. 
A)  increases the number of testing intervals in her study. 
B)  includes a comparison group that does not receive the treatment. 
C)  takes away the treatment to determine if behavior reverts back to baseline. 
D)  adds another treatment condition to the study.

Question 18

If participants change over time in an experiment, which threat to internal validity is potentially operating?

Accepted Answer

A)  Selection 
B)  Maturation 
C)  Instrumentation 
D)  Diffusion of treatments 
A)  Selection 
B)  Maturation 
C)  Instrumentation 
D)  Diffusion of treatments

Question 19

Case studies _________ cause-and-effect conclusions; single-case experiments _________ cause-and-effect conclusions.

Accepted Answer

A)  do not allow; do not allow 
B)  allow; do not allow 
C)  allow; allow 
D)  do not allow; allow 
A)  do not allow; do not allow 
B)  allow; do not allow 
C)  allow; allow 
D)  do not allow; allow

Question 20

Quasi-experimental designs lack _________; therefore, we cannot make cause-and-effect conclusions.

Accepted Answer

A)  external validity 
B)  random selection 
C)  random assignment 
D)  baseline measurements 
A)  external validity 
B)  random selection 
C)  random assignment 
D)  baseline measurements

Briefly describe three famous past studies that utilized the single-case experimental design.

One argument for conducting statistical tests for single-case experiments is that

Describe the internal validity threat of history and give an example.

How is a case study different from a single-case experiment?

________ means that all possible participants have an equal opportunity to be chosen for your experiment.

One advantage of the Solomon four-group design over the pretest-posttest control-group design is increased

How does a quasi-experiment differ from an ex post facto design?

In which of the following designs can a cause-and-effect relation be determined?

Which of the following is not a true experimental design?

Random assignment is related to validity, whereas random selection is related to _ validity.

Describe the nonequivalent group design and give an example of such a study. Describe one weakness of the nonequivalent group design.

Which of the following is the main threat to internal validity in an interrupted time-series design?

If we choose participants in such a way that our groups are not equal before the experiment, we have which of the following threats to internal validity?

When a study is free from confounds, the researcher can conclude that the _ variable causes changes in the __ variable.

A single-case experimental design is also known as a(n)

To control for history effects in an interrupted time-series study, a researcher decides to use an A-B-A format in her study. This means that she

If participants change over time in an experiment, which threat to internal validity is potentially operating?

Case studies _ cause-and-effect conclusions; single-case experiments _ cause-and-effect conclusions.

Quasi-experimental designs lack _________; therefore, we cannot make cause-and-effect conclusions.

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

Filters

Exam 13: Alternative Research Designs

Briefly describe three famous past studies that utilized the single-case experimental design.

One argument for conducting statistical tests for single-case experiments is that

Describe the internal validity threat of history and give an example.

How is a case study different from a single-case experiment?

________ means that all possible participants have an equal opportunity to be chosen for your experiment.

One advantage of the Solomon four-group design over the pretest-posttest control-group design is increased

How does a quasi-experiment differ from an ex post facto design?

In which of the following designs can a cause-and-effect relation be determined?

Which of the following is not a true experimental design?

Random assignment is related to __________ validity, whereas random selection is related to ___________ validity.

Describe the nonequivalent group design and give an example of such a study. Describe one weakness of the nonequivalent group design.

Which of the following is the main threat to internal validity in an interrupted time-series design?

If we choose participants in such a way that our groups are not equal before the experiment, we have which of the following threats to internal validity?

When a study is free from confounds, the researcher can conclude that the ___________ variable causes changes in the ____________ variable.

A single-case experimental design is also known as a(n)

To control for history effects in an interrupted time-series study, a researcher decides to use an A-B-A format in her study. This means that she

If participants change over time in an experiment, which threat to internal validity is potentially operating?

Case studies _________ cause-and-effect conclusions; single-case experiments _________ cause-and-effect conclusions.

Quasi-experimental designs lack _________; therefore, we cannot make cause-and-effect conclusions.

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

Filters

Random assignment is related to validity, whereas random selection is related to _ validity.

When a study is free from confounds, the researcher can conclude that the _ variable causes changes in the __ variable.

Case studies _ cause-and-effect conclusions; single-case experiments _ cause-and-effect conclusions.