[removed]
A. the causal hypothesis can be accepted.
[removed]
B. the causal hypothesis cannot be rejected.
[removed]
C. extraneous variables may have affected the study.
[removed]
D. extraneous variables do not affect the hypothesis.
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2.5 Points |
If we wish to apply results of a study to a wider population, the type of validity that we would be concerned about would be __________ validity.
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[removed] A. statistical |
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[removed] B. internal |
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[removed] C. external |
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[removed] D. construct |
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2.5 Points |
In a double-blind control procedure:
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[removed] A. the participants and researcher are blind to assignment of participants. |
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[removed] B. the laboratory is not illuminated. |
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[removed] C. the researcher and the research assistant(s) are blind to assignment to the experimental group. |
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[removed] D. no one knows which participants are assigned to the experimental group. |
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2.5 Points |
Which confounding variable can ONLY occur in within-subjects studies?
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[removed] A. Regression to the mean |
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[removed] B. Diffusion of treatment |
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[removed] C. Sequence effects |
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[removed] D. Testing |
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2.5 Points |
In order to generalize across different times, places, or conditions, a researcher must:
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[removed] A. sample across those times, places, or conditions. |
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[removed] B. use a random sample of participants. |
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[removed] C. use a large enough sample size. |
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[removed] D. use powerful statistics. |
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2.5 Points |
When research participants give information to prospective participants about the procedures, the research could be affected by the confounding variable of:
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[removed] A. the bystander effect. |
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[removed] B. diffusion of responsibility. |
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[removed] C. diffusion of treatment. |
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[removed] D. regression to the mean. |
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2.5 Points |
Since the data on gender differences in mathematical ability tend to support both a nature and a nurture hypothesis, the __________ validity of any one interpretation is in doubt.
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[removed] A. internal |
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[removed] B. construct |
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[removed] C. statistical |
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[removed] D. external |
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2.5 Points |
Experimenter effects do NOT result from the experimenter’s knowledge of the:
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[removed] A. hypothesis being tested. |
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[removed] B. assignment of individual participants to conditions of the experiment. |
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[removed] C. nature of the experiment and control conditions. |
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[removed] D. specific details of the independent variable. |
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2.5 Points |
After the statement of the problem has been clearly defined and the major variables identified, the next step in developing a research hypothesis is to:
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[removed] A. test the problem statement on research participants. |
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[removed] B. operationally define the variables. |
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[removed] C. analyze the data. |
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[removed] D. interpret the results. |
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2.5 Points |
In research on the effects of noise on sleep, a researcher wonders whether disrupted sleep may be due to drinking coffee rather than to living near an airport. What type of hypothesis is this?
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[removed] A. A confounding variable hypothesis |
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[removed] B. A null hypothesis |
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[removed] C. A research hypothesis |
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[removed] D. A moot hypothesis |
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2.5 Points |
Doyen & colleagues (2012) found that __________ effects were the reason that participants changed their walking speed.
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[removed] A. experimenter |
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[removed] B. subject |
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[removed] C. both subject and experimenter |
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[removed] D. neither subject nor experimenter |
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2.5 Points |
Which of the following is NOT characteristic of a good research hypothesis?
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[removed] A. It is a declarative statement. |
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[removed] B. It identifies at least two variables. |
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[removed] C. It states a predicted relationship. |
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[removed] D. It is in the form of a question. |
Question 39 of 40
2.5 Points
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