Research Methods For The Behavioral Sciences 5th Edition Gravetter Test Bank

Research Methods for the Behavioral
Sciences 5th Edition Gravetter Test

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1. A design that compares different groups of scores obtained from separate groups of participants is a ____ design.
a. single-subjects
b. between-subjects
c. within-subject
d. matched groups
ANSWER: b
DIFFICULTY: Moderate
REFERENCES: 8.1 Introduction to Between-Subjects Experiments
LEARNING OBJECTIVES: GRAV.METH.16.08.01 - Describe the defining characteristics that differentiate a between-
subjects design and a within-subjects design, and identify these designs when they appear in
the literature.
KEYWORDS: Bloom’s: Understand
2. An experiment that uses a different group of participants for each treatment condition is called a ____ design.
a. single-subjects
b. between-subjects
c. within-subject
d. matched groups
ANSWER: b
the literature.
3. A between-subjects design differs from a within-subjects design in that in a between-subjects design, ____.
a. only one group of participants is used
b. only variables “between” the participants are examined
c. there is a different group of participants for each treatment conditions
d. each participant is exposed to each level of the independent variable
ANSWER: c
DIFFICULTY: Difficult
the literature.
KEYWORDS: Bloom’s: Analysis
4. In an experiment examining the effects of size of plate on amount of food eaten, one group of participants is measured
after eating food on 12 inch plates. A week later, the same group of participants is measured after eating food on 10 inch
plates. This is an example of a ____ design.
a. single-subjects
b. between-subjects
c. within-subjects
d. matched groups
ANSWER: c
the literature.
KEYWORDS: Bloom’s: Apply
5. In an experiment examining the effects of size of plate on amount of food eaten, one group of participants is measured
after eating food on 12-inch plates. Another group of participants is measured after eating food on 10-inch plates. This is
an example of a ____ design.
a. single-subjects
b. between-subjects
c. within-subjects
d. matched groups
ANSWER: b
the literature.
6. Which statement best characterizes a between-subjects experimental design?

a. Participants are randomly selected from two different populations.
b. Each participant is assigned to one condition of the experiment.
c. Each participant is assigned to every condition of the experiment.
d. Participants are assigned to a random number of conditions.
ANSWER: b
the literature.
7. In a between-subjects design, ____.

a. only one score is obtained for each participant
b. at least two scores are obtained for each participant
c. one score is
d. obtained for each treatment condition for each participant
e. each score represents multiple participants
ANSWER: a
the literature.
8. A between-subjects experiment comparing four treatment conditions produces 20 scores in each treatment condition.
How many scores were obtained for each participant?
a. 1
b. 4
c. 20
d. 80
ANSWER: a
REFERENCES: 8.1 Introduction to Between-Subjects Experiments8.1 Introduction to Between-Subjects
Experiments
the literature.
9. A between-subjects experiment comparing four treatment conditions produces 20 scores in each treatment condition.
How many individuals participated in the entire experiment?
a. 1
b. 4
c. 20
d. 80
ANSWER: d
LEARNING OBJECTIVES: GRAV.METH.16.08.02 - Explain the general advantages and disadvantages of between-
subjects design compared to within-subjects design.
10. If a between-subjects experiment produces 50 scores in treatment 1 and 50 scores in treatment 2, then the experiment
must have employed ____.
a. 25 participants
b. 50 participants
c. 100 participants
d. 200 participants
ANSWER: c
11. An advantage of a between-subject design is that ____.

a. scores are influenced by practice effects
b. scores are influenced by fatigue
c. each score is independent of all the other scores
d. they require large numbers of participants
ANSWER: c
12. Compared to within-subjects designs, between-subjects designs require relatively ____.

a. larger numbers of participants
b. smaller numbers of participants
c. less control of individual difference
d. more concern for practice effects
ANSWER: a
KEYWORDS: Bloom’s: Anaysis
13. In a between-subjects experiment, when the process of assigning participants to the treatment conditions produces
groups with different characteristics, the ____of the study is threatened.
a. internal validity
b. external validity
c. reliability
d. accuracy
ANSWER: a
REFERENCES: 8.2 Individual Differences as Confounding Variables
LEARNING OBJECTIVES: GRAV.METH.16.08.03 - Define individual differences and explain how assignment bias and
confounding from environmental variables can threaten the internal validity of a between-
subjects design.
14. When ____ occurs in a between-subjects experiment, it is impossible to determine whether differences between
groups are caused by the treatments or by participant characteristics.
a. fatigue
b. practice
c. assignment bias
d. resentful demoralization
ANSWER: c
subjects design.
15. In a between-subjects design, the separate groups must be as ____.
a. similar in participant characteristics as possible
b. different in all environmental variables as possible
c. similar in treatment conditions as possible
d. similar on the dependent variable measures as possible.
ANSWER: a
subjects design.
16. Why is random assignment used in between-subjects experimental designs?

a. to hold participant characteristics constant
b. to ensure a nonbiased sample
c. to ensure anonymity of the research participants
d. to eliminate systematic differences between the groups
ANSWER: d
REFERENCES: 8.3 Limiting Confounding by Individual Differences
LEARNING OBJECTIVES: GRAV.METH.16.08.04 - Identify the three primary techniques for limiting confounding by
individual differences in between-subjects experiments (random assignment, matched
assignment, and holding variables constant) and explain how each one works.
17. Because random assignment is likely to create groups of different sizes, researchers often employ ____.
a. restricted random assignment
b. matched random assignment
c. simple random assignment
d. sampling
ANSWER: a
18. An advantage of holding a variable constant rather than using random assignment to form your groups is that holding
a variable constant ____.
a. reduces error due to participant differences
b. is easier than randomization
c. prevents confounding
d. ensures a nonbiased sample
ANSWER: c
19. Which approach is most effective in preventing confounding by participant characteristics?

a. matching the characteristics across treatments
b. randomizing the variable across treatment
c. including a no-treatment control group
d. having a placebo control group
ANSWER: b
20. A limitation of using matching rather than random assignment to form groups in a between-subjects experiment is that
matching ____.
a. requires another level of work
b. increases error due to participant differences
c. requires at least twice as many participants
d. increases the need for control groups
ANSWER: a
21. Holding a participant characteristic (such as age or gender) constant strengthens ____ and
weakens ____.
a. internal validity; external validity
b. external validity; internal validity
c. reliability; validity
d. accuracy; reliability
ANSWER: a
22. Holding a variable constant prevents a participant characteristic from becoming a confound by ____.
a. eliminating variability in that characteristic
b. reducing error
c. ensuring a nonbiased sample
d. increasing the differences between the groups
ANSWER: a
23. In a between-subjects design, individual differences (participant variables) are a problem because they can ____.
a. become confounding variables
b. decrease variability of the scores
c. preclude the use of statistical analyses
d. produce fatigue effects
ANSWER: a
REFERENCES: 8.4 Individual Differences and Variability
LEARNING OBJECTIVES: GRAV.METH.16.08.05 - Describe how individual differences influence variability, both
between-treatment differences and within-treatments variance, and explain how variance
within treatments can influence the interpretation of research results.
24. In a between-subjects design, large individual differences can produce ____.

a. large between-treatment differences, making it easier to see real treatment effects
b. small within-treatment variance, making it easier to see real treatment effects
c. large within-treatment variance, making it difficult to see real treatment effects
d. small between-treatment difference, making it difficult to see real treatment effects
ANSWER: c
25. Researchers typically try to ____.

a. increase the differences between treatments and decrease the variance within treatments
b. decrease the differences between treatments and increase the variance within treatments
c. increase the differences between treatments and increase the variance within treatments
d. decrease the differences between treatments and decrease the variance within treatments
ANSWER: a
26. Increasing variance within groups ____ the likelihood of finding a difference between the treatment conditions.
a. increases
b. decreases
c. does not affect
d. increase, then decreases
ANSWER: b
27. Standardizing procedures, standardizing treatment settings, and limiting individual differences all have the effect of
____.
a. reducing variance between treatments
b. increasing variance within treatments
c. increasing variance between treatments
d. reducing variance within treatments
ANSWER: d
LEARNING OBJECTIVES: GRAV.METH.16.08.06 - Identify the options for reducing or controlling the variance within
treatment condition and explain how each option works.
28. In a between-subjects design, holding constant a participant characteristic, such as age or gender, is one way to ____.
a. reduce the variance within treatments
b. maximize the variance within treatments
c. increase individual differences.
d. increase sample size
ANSWER: a
29. Limiting individual differences is a way to ____.

a. standardize procedures
b. standardize treatment settings
c. reduce the variance within treatments
d. maximize the variance within treatments
ANSWER: c
30. Which has the effect of reducing variance?

a. random assignment
b. matched assignment
c. holding variables constant
d. random selection
ANSWER: c
31. Compensatory equalization occurs when ____.

a. an untreated group learns of the treatment received by another group and then works extra hard to show that
they can perform just as well as individuals receiving the treatment
b. an untreated group learns of the treatment received by another group and then demands the same treatment
c. an untreated group learns of the treatment received by another group and then becomes less motivated
d. participants withdraw from a research study before it is completed
ANSWER: b
REFERENCES: 8.5 Other Threats to Internal Validity of Between-Subjects Designs
LEARNING OBJECTIVES: GRAV.METH.16.08.07 - Describe how differential attrition and communication between
participants can threaten the internal validity of between-subjects designs and identify these
problems when they appear in a research study.
32. What is one risk in a study, whether or not participants in different groups are able to communicate with each other?
a. resentful demoralization
b. compensatory equalization
c. diffusion
d. differential attrition
ANSWER: d
KEYWORDS: Bloom’s: Analyze
33. Differential attrition refers to ____.

a. differences in one group of participants from another group
b. differences in the number of withdrawals among experimental groups
c. the spreading of treatment effects from the experimental to the control group
d. the demands of the untreated group to receive equal treatment
ANSWER: b
DIFFICULTY: Easy
34. The single-factor two-group design includes ____.

a. only two levels of one independent variable
b. a treatment and a control group
c. two dependent variables
d. multiple treatment and control groups
ANSWER: a
REFERENCES: 8.6 Applications and Statistical Analyses of Between-Subjects Designs
LEARNING OBJECTIVES: GRAV.METH.16.08.08 - Describe how between-subjects designs are used to compare means
and proportions for two or more groups, identify the statistical techniques that are appropriate
for each application, and explain each design’s strengths and weaknesses.
35. What is the most common statistical analysis for a single-factor two-group design?
a. ANOVA
b. independent-measures t test
c. repeated-measures t test
d. regression
ANSWER: b
36. What is the most common statistical analysis for a single-factor multiple-group design?
a. ANOVA
b. independent-measures t test
c. repeated-measures t test
d. regression
ANSWER: a
37. When comparing means in a two-group design, which statistical analysis is most appropriate?
a. independent-measures t test
b. repeated-measures t test
c. single-factor analysis of variance
d. chi-square test for independence
ANSWER: a
38. The primary limitation of a two-group design is that it ____.

a. is extremely difficult to interpret
b. decreases the chances of demonstrating a significant mean difference
c. tends to reduce the differences between the groups
d. may not provide a complete picture of the relationship between the variables
ANSWER: d
39. When comparing means in a single-factor multiple group design, which statistical analysis is most appropriate?
a. independent-measures t test
b. repeated-measures t test
c. single-factor analysis of variance
d. chi-square test for independence
ANSWER: c
40. A limitation of a single-factor multiple group design is that the ____.

a. mean differences between the groups become smaller as more groups are used
b. interpretation is too simplistic
c. chances of demonstrating a significant mean difference are increased
d. complete picture of the relationship between the variables cannot be seen
ANSWER: a
41. A between-subjects experiment comparing three treatments requires three separate groups of participants.
a. True
b. False
ANSWER: True
the literature.
42. One characteristic of a between-subjects design is that the data consist of exactly one score for each participant.
a. True
b. False
ANSWER: True
the literature.
43. A between-subjects experiment with 25 scores in treatment I and 25 scores in treatment II must have a total of 25
participants in the experiment.
a. True
b. False
ANSWER: False
the literature.
44. One advantage of a between-subjects design is that each score is completely independent of the other scores in the
data.
a. True
b. False
ANSWER: True
45. An advantage of between-subjects designs is that they require fewer participants than are typically needed for within-
subjects designs.
a. True
b. False
ANSWER: False
46. In a between-subjects experimental design, individual differences can become a confounding variable.
a. True
b. False
ANSWER: True
subjects design.
47. In a between-subjects experiment, if the participants in one group are noticeably older than the participants in another
group, then participant age is a confounding variable and threatens the internal validity of the experiment.
a. True
b. False
ANSWER: True
subjects design.
48. Assignment bias can threaten the internal validity of between-subjects experiments.
a. True
b. False
ANSWER: True
subjects design.
49. Random assignment guarantees that participant characteristics do not become a confounding variable.
a. True
b. False
ANSWER: False
50. In a between-subjects experiment, increasing the variance within treatments increases the likelihood of finding
significant differences between treatments.
a. True
b. False
ANSWER: False
51. In a between-subjects experiment, one way to reduce the variance within treatments is to create more homogeneous
groups by holding constant a participant characteristic such as age or gender.
a. True
b. False
ANSWER: True
52. For a between-subjects experiment, any factor that increases the variance within treatments also increases the
likelihood of finding a significant difference between treatments.
a. True
b. False
ANSWER: False
53. A disadvantage of holding a variable constant is that it limits an experiment’s external validity.
a. True
b. False
ANSWER: True
54. Holding a variable constant guarantees that the variable cannot become a confounding variable.
a. True
b. False
ANSWER: True
55. Matching a variable across treatment guarantees that the variable cannot become a confounding variable.
a. True
b. False
ANSWER: True
56. Randomizing a variable across treatments guarantees that the variable cannot become a confounding variable.
a. True
b. False
ANSWER: False
57. Holding a participant variable constant has the double advantage of (1) preventing the variable from becoming a
confounding variable, and (2) reducing variance within groups.
a. True
b. False
ANSWER: True
58. Differential attrition can threaten the internal validity of a between-subjects experiment.
a. True
b. False
ANSWER: True
59. Validity is threatened in a between-subjects design when participants in one group have an opportunity to talk with
participants in the other.
a. True
b. False
ANSWER: True
60. In a between-subjects design, to compare proportions between groups, an independent-measures t test is appropriate.
a. True
b. False
ANSWER: False
61. Describe the basic characteristics of a between-subjects experiment.

ANSWER: In a between-subjects experiment different groups of individuals are compared. A researcher
manipulates the independent variable to create different treatment conditions. Each
participant is exposed to only one level of the independent variable. A different group of
participants is used for each level of the independent variable.
DIFFICULTY: Easy
the literature.
62. Explain the benefit of independent scores in a between-subjects design.

ANSWER: In a between-subjects design, each participant is measured only once which means that each
score is independent of the other scores. Thus, you can be confident that the participant’s
score is not influenced by factors such as previous practice or fatigue or any lingering
aftereffects from a previous treatment.
the literature.
KEYWORDS: Bloom’s: Evaluate
63. Describe why the assignment of subjects to the conditions of an experiment in a between-subjects design is such a
critical issue.
ANSWER: By assigning participants to conditions, a researcher can take steps to ensure that the different
groups are equivalent before any treatments are administered. If the groups are equivalent
before treatment but different after treatment, the researcher can be reasonably confident that
the treatments are responsible for causing the differences.
subjects design.
64. Describe the advantages and disadvantages of matching groups of participants in a between-subjects experiment.
ANSWER: The advantage of matching groups of participants in a between-subjects experiment is that it
is a relatively easy way to ensure that specific variables do not become confounding
variables. The disadvantages of matching include: a) the measurement procedure adds
another level of work to the study, b) it can be difficult to match groups on several different
variables simultaneously, c) groups cannot be matched on every single variable that might
differentiate participants.
65. Describe the advantages and disadvantages of holding a participant characteristic constant in a between-subjects
experiment.
ANSWER: The advantage of holding a variable constant in a between-subjects experiment is that it is an
effective way to prevent a variable from confounding a research study. However, the
disadvantage is that by preventing the natural range of variation, the external validity of the
research is limited.
66. Create an example of a between-subjects experiment. Identify the independent and dependent variables and briefly
describe the experiment. Indicate the number of levels of the independent variable and identify them.
ANSWER: Student answers will vary but should all include a manipulated independent variable that
creates two or more treatment conditions and a dependent variable that is measured in each
treatment condition. To qualify as a between-subjects experiment, there must be a separate
group of participants for each of the different treatment conditions.
the literature.
67. Describe some of the problems that can develop if participants from different treatment conditions have an
opportunity to talk with each other during the course of the experiment.
ANSWER: If participants in a no-treatment condition talk with participants in a treatment condition they
may learn about the treatment and adopt some of the treatment components. This leads to
diffusion of treatment. If participants in an inferior condition learn about a superior treatment
being received by others, they may demand equal treatment (compensatory equalization),
they may become extra motivated to make up for the inferior treatment (compensatory
rivalry), or they may give up in the face of a hopeless situation (resentful demoralization).

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Research Methods for the Behavioral

Sciences 5th Edition Gravetter Test

6. Which statement best characterizes a between-subjects experimental design?

7. In a between-subjects design, ____.

11. An advantage of a between-subject design is that ____.

12. Compared to within-subjects designs, between-subjects designs require relatively ____.

16. Why is random assignment used in between-subjects experimental designs?

19. Which approach is most effective in preventing confounding by participant characteristics?

24. In a between-subjects design, large individual differences can produce ____.

25. Researchers typically try to ____.

29. Limiting individual differences is a way to ____.

30. Which has the effect of reducing variance?

31. Compensatory equalization occurs when ____.

33. Differential attrition refers to ____.

34. The single-factor two-group design includes ____.

38. The primary limitation of a two-group design is that it ____.

40. A limitation of a single-factor multiple group design is that the ____.

61. Describe the basic characteristics of a between-subjects experiment.

62. Explain the benefit of independent scores in a between-subjects design.

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