Research Design in Clinical Psychology 4th

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Sample Questions
 
Chapter 4
4.15 What is the problem with using volunteer participants?
a)
b)
c)
d)
Since they are so different, it is difficult to determine the treatment effect
Volunteer participants are typically uncooperative participants
The findings may be limited in their generality across subject characteristics
There are no problems with using volunteer participants
Answer: c
Page: 102 Level: M
B. Definitions
4.1 Loose protocol effect
Page: 83-84 Level: M
4.2 Demand characteristics
Page: 91
Level: M
4.3 Subject roles
Page: 94
Level: M
4.4 File-drawer problem
Page: 99
Level: C
4.5 Sample of convenience
Page: 101 Level: M
4.6 Subject-selection biases
Page: 101 Level: C
C. Essay Questions
Note to the Instructor: Page numbers and level are not listed after each of the
questions, for reasons
noted previously. (Please see Note to the Instructor for the Essay Questions
for Chapter 2.)
4.1 Discuss and illustrate any two of the following investigator and
experimenter sources of bias: a)
rationales, scripts, and procedures, b) experimenter expectancy effects, c)
experimenter characteristics,
and d) data recording, analysis, and fabrication.
4.2 What are demand characteristics?
4.3 How can the loose protocol effect threaten statistical conclusion validity?
4.4 What can the investigator do to minimize the loose protocol effect?
Research Design in Clinical Psychology
Chapter 4
4.5 Why are experimenters often kept naive (“blind”) to the purpose of an
experiment? How can one
evaluate whether experimenters really are naïve after all?
4.6 What are subject roles? Describe any two of these (good subject,
negativistic, faithful, and
apprehensive roles) and how can affect experimental validity.
4.7 What are 5 characteristics that have been shown to differ between
volunteer and nonvolunteer
subjects?
4.8 Attrition or loss of subjects during an investigation can affect all facets of
experimental validity.
Describe how attrition can affect: internal validity, external validity, construct
validity, and statistical
conclusion validity. As the example to illustrate your point, use a hypothetical
study in which
psychotherapy or a related type of intervention is compared to a no-treatment
control group.
Research Design in Clinical Psychology
Chapter 5
Chapter 5 Selection of the Research Problem and Design
A. Multiple-Choice Questions
5.1 When two variables (A, B) are related, one may come before (A then B) or
after (B then A) the
other over time, or they both may occur at the same point in time (A & B
together). Which of the
following does not indicate a sequence or necessary order of two variables?
a)
b)
c)
d)
Cause
Correlation
Risk factor
Mediator
Answer: b
Page: 118
Level: C
5.2 Which of the following seeks to answer, by what process does A lead to
B?
a)
b)
c)
d)
Moderator
Correlation
Risk factor
Mediator
Answer: d
Page: 120
Level: M
5.3 Sex (being male, female) often influences the relationship between two
variables (e.g., the effects of
harsh child-rearing on later adjustment). A variable that influences the
direction or magnitude of the
relationship between two other variables is referred to as a:
a)
b)
c)
d)
Moderator
Risk factor
Correlation
Mediator
Answer: a
Page: 119
Level: M
5.4 A randomized controlled clinical trial refers to what type of design?
a)
b)
c)
d)
Some participants are randomly assigned to treatment conditions for a trial
period
Participants with a particular disorder are randomly assigned to treatment or
control groups
Participants are assigned to a control group followed by different treatment
conditions
Participants choose from a number of treatment and control conditions
Answer: b
Page: 137
Level: M
Research Design in Clinical Psychology
Chapter 5
5.5 Which of the following most seriously limits operational definitions?
a) Numerous measures assessing the same construct
b) Overly precise and simplified definitions
c) Limited criteria in the definition
d) None of the above
Answer: b
Page: 130 Level: M
5.6 Why are latent variables better suited than observed variables to assess
constructs?
a)
b)
c)
d)
Latent variables are based on several measures of different variables
Latent variables represent variables that partic ipants are not aware of during
the experiment
Latent variables are more restricted and easier to control than observed
variables
Latent variables are based on different measures of the same variable
Answer: d
Page: 132
Level: C
5.7 What is an independent variable?
a)
b)
c)
d)
A variable that is manipulated to produce some change
A variable that is measures to determine the change caused by a
manipulation
A variable that is not influenced by extraneous factors
A variable that is used to determine the effectiveness of treatment
Answer: a
Page: 134
Level: E
5.8 Individual difference variables are typically:
a)
b)
c)
d)
Used to produce differences in performance
Measured to allow for changes in the dependent variable
Manipulated to create change in a treatment condition
Environmental contexts and participant characteristics
Answer: d
Page: 135
Level: M
5.9 A true experiment is desirable because:
a)
b)
c)
d)
It allows experimenters the most control over the experimental manipulation
It allows the strongest basis for drawing inferences
It allows experimenters to determine the impact of the experimental
manipulation
Both a and b
Answer: d
Page: 137
Level: M
Research Design in Clinical Psychology
Chapter 5
5.10 What is a case-control study?
a)
d)
c)
d)
It is a factorial design with at least two groups
It is a correlational study
It is a study with at least one treatment condition
It is a study that allows the experimenter to determine the impact of multiple
treatments
Answer: b
Page: 138
Level: C
5.11 In a single-case design, how are measures usually
obtained/administered?
a)
b)
c)
d)
Several different measures in one or two sessions
Several measures over days or weeks
A few measures in one session
A single measure or task is administered
Answer: b
Page: 140
Level: M
5.12 When is external validity less of a concern?
a)
b)
c)
d)
When one does not care about one’s career as a researcher
If one is testing a theory
If one is not interested in generalizing the findings
Both b and c
Answer: d
Page: 144
Level: M
5.13 How does cross-sectional research differ from longitudinal research?
a)
b)
c)
d)
Longitudinal research measures the same participants overtime
Longitudinal research explores less complex research questions
Cross-sectional research has less external validity
Cross-sectional research measures how people actually change
Answer: a
Page: 144
Level: M
5.14 Cohort effects can negatively impact experimental validity because:
a)
b)
c)
d)
Some groups are very similar and it may be difficult to determine the impact of
the manipulation
Unique characteristics may influence the study
Some groups are not willing to participate in research
All of the above
Answer: b
Page: 145
Level: M
Research Design in Clinical Psychology
Chapter 5
5.15 Which of the following is an example of an environmental variable?
a)
b)
c)
d)
A participant’s community
A participant’s traits or attributes
The experimenter’s attitude and mannerisms
A false cover story told to a participant
Answer: d
Page: 134
Level: M
B. Definitions
5.1 Moderator
Page: 119 Level: C
5.2 Mediator
Page: 120 Level: C
5.3 True experiment
Page: 137 Level: M
5.4 Quasi-experiment
Page: 138 Level: M
5.5 Randomized controlled clinical trial
Page: 137 Level: M
5.6 Case-control design
Page: 138 Level: C
5.7 Multiple operationism
Page: 131 Level: M
5.8 Analogue research
Page: 141 Level: C
C. Essay Questions
Note to the Instructor: Page numbers and level are not listed after each of the
questions, for reasons
noted previously. (Please see Note to the Instructor for the Essay Questions
for Chapter 2.)
5.1 Ideas for an investigation can come from many places or sources. What
are three ways for obtaining
ideas for a study?
Research Design in Clinical Psychology
Chapter 5
5.2 What are mediators and moderators? How are they different? Give an
example of each.
5.3 What is theory? Give three reasons why theory is needed or helpful for
research?
5.4 Define and briefly note the differences between generating versus testing
hypotheses.
5.5 What are operational definitions? What are their advantages and
limitations? Give an example to
illustrate the advantages and limitations.
5.6 Why should multiple operations (measures) be used whenever possible to
represent constructs?
5.7 Define true-experiment and quasi-experiment? What are the differences?
5.8 What are the arguments for and against laboratory versus applied (field)
studies? What special role
does each play in research? Relate this discussion to efficacy and
effectiveness in psychotherapy
research.