Research Methods in Psychology 10th

Edition Shaughnessy Test Bank

Visit to download the full and correct content document: https://testbankdeal.com/dow
nload/research-methods-in-psychology-10th-edition-shaughnessy-test-bank/
Chapter 06 - Independent Groups Designs

Chapter 06
Independent Groups Designs

Short Answer Questions

1. (p. 181-182) Identify and briefly define the three primary types of control used in experiments.

The three primary types of experimental control are: manipulation, holding conditions
constant, and balancing. Manipulation refers to controlling an independent variable, that is, by
manipulating the levels of an independent variable. Holding conditions constant involves
holding a potentially important factor (or factors) constant in an experiment to keep that factor
from confounding the intended independent variable. Balancing is the type of control used to
control individual differences variables; in the random groups design balancing is usually
accomplished by randomly assigning participants to conditions of the experiment.

Level: Factual

2. (p. 193-194) Clearly and concisely describe how a researcher could minimize the likelihood of
selective subject loss in an experiment—be sure to include in your answer any risks that the
researcher would be taking in trying to prevent the selective loss.

The researcher could use a pretest to screen out participants who would be likely to fail to
complete the experiment successfully. The pretest could also be used to identify subjects in
the group in which there was no subject loss who are comparable to the subjects who were
lost. These comparable subjects in the no loss group could then be dropped to restore the
comparability of the groups. The risk with both these procedures is a potential decrease in the
generality of the findings because of testing subjects who are more homogeneous than the
general population.

Level: Conceptual

6-1
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Independent Groups Designs

3. (p. 202-203) Briefly outline the steps involved in order to make an inference about the effect of
an independent variable using null hypothesis significance testing; be sure to indicate the
conditions in which an independent variable is judged to be nonsignificant and when it is
statistically significant.

The first step is to assume that the null hypothesis is true; that is, there is no difference in the
population means for the conditions of an experiment. Next, sample means for groups in an
experiment are used to estimate the population means. The difference between these means is
computed and an inferential statistic (e.g., t-test) is used to determine the probability of
obtaining the difference under the null hypothesis. This probability value associated with the
test statistic is compared to the level of significance, alpha (typically, p = .05). If the observed
probability value is less than .05 we reject the null hypothesis of no difference and state that
the difference between means is statistically significant. We infer that the independent
variable produced a statistically significant effect on the dependent variable (assuming the
experiment is internally valid). If the observed probability value is greater than .05 we do not
reject the null hypothesis (i.e., no difference between the population means). We infer there is
not sufficient evidence in the experiment to conclude that the independent variable produced a
reliable effect.

Level: Factual

4. (p. 203-204) Describe briefly how confidence intervals can be used to determine if the means
for the two conditions of an experiment differ.

A confidence interval tells us the range of values that contains the true population mean with
a specified level of confidence, usually .95. Confidence intervals can be used to determine if
the means for the two conditions of an experiment differ. A confidence interval is computed
for the mean in each condition. If the two confidence intervals do not overlap, then we can
conclude that the population means for the two conditions differ and that the independent
variable produced a reliable effect. If the intervals overlap slightly, however, we are uncertain
about the difference between population means and postpone judgment about the independent
variable. If the confidence intervals overlap such that the sample mean of one group falls
within the confidence interval of another group, we conclude it's likely the population means
do not differ.

Level: Factual

6-2
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Independent Groups Designs

5. (p. 208) Describe how partial replications can be used to establish both experimental
reliability and the external validity of research findings.

A partial replication involves changing some but not all of the original experiment. For
instance, if an independent variable was shown to have an effect in an experiment testing only
men, then a useful partial replication of this experiment would include the dimension of
gender. In the partial replication both men and women would be tested while replicating all
other conditions of the initial experiment. Reliability can be demonstrated in partial
replications when the same effect of the independent variable is obtained across the two
experiments (e.g., the independent variable has the same effect for men in both studies).
Partial replications help to establish external validity by showing that a similar result occurs
when slightly different experimental procedures are used, for example, with different
participants and in a different setting. When similar results are obtained, we can say that the
findings generalize across the participants (e.g., men and women) and setting.

Level: Conceptual

6. (p. 209-210, 212) Explain how the procedures for conducting a matched groups design and a
natural groups design differ from the random groups design.

A matched groups design often is used when the number of participants available for an
experiment is too few for random assignment to balance effectively individual differences
across conditions of the experiment (as in the random groups design). Instead, the researcher
chooses a matching variable preferably the dependent variable measure or a similar variable
and matches participants who have the same or similar score on the measure. Once matched,
these pairs (triplets, etc.) of participants are randomly assigned to the conditions of the
experiment. In a natural groups design, researchers select an individual differences variable
for comparing groups of participants (e.g., male, female). Thus, rather than attempting to
balance these individual differences (as in the random groups design), the researcher
examines participants' responses on the dependent variable as a function of the individual
differences independent variable.

Level: Conceptual

6-3
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Independent Groups Designs

7. (p. 211-212) A researcher was interested in whether divorce and remarriage influence the extent
to which children are sociable. At a nearby school, the researcher classified 5th-graders into
one of three groups: intact parents (no divorce), divorced (single-parent families), and
remarried parents. The researcher interviewed the 5th-graders and rated their sociability, and
also asked them to complete a questionnaire that assessed their level of comfort in different
social situations.

What type of experimental design did this researcher use?

A natural groups design was used.

Level: Applied

8. (p. 211-212) A researcher was interested in whether divorce and remarriage influence the extent
to which children are sociable. At a nearby school, the researcher classified 5th-graders into
one of three groups: intact parents (no divorce), divorced (single-parent families), and
remarried parents. The researcher interviewed the 5th-graders and rated their sociability, and
also asked them to complete a questionnaire that assessed their level of comfort in different
social situations.

Describe the independent variable in this study.

The independent variable was the family environment with three groups: intact parents,
divorce/single-parent families, and remarried parents.

Level: Applied

6-4
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Independent Groups Designs

9. (p. 181) A researcher was interested in whether divorce and remarriage influence the extent to
which children are sociable. At a nearby school, the researcher classified 5th-graders into one
of three groups: intact parents (no divorce), divorced (single-parent families), and remarried
parents. The researcher interviewed the 5th-graders and rated their sociability, and also asked
them to complete a questionnaire that assessed their level of comfort in different social
situations.

Describe the dependent variable(s) in this study.

The dependent variables were the researcher's ratings of 5th-graders' sociability and these
students' questionnaire responses regarding their level of comfort in different social situations.

Level: Applied

10. (p. 212) A researcher was interested in whether divorce and remarriage influence the extent
to which children are sociable. At a nearby school, the researcher classified 5th-graders into
one of three groups: intact parents (no divorce), divorced (single-parent families), and
remarried parents. The researcher interviewed the 5th-graders and rated their sociability, and
also asked them to complete a questionnaire that assessed their level of comfort in different
social situations.

Suppose that the researcher finds that the 5th graders in the divorce (single-parent) group are
less sociable than are 5th graders in the intact and remarried groups. The researcher concludes
that divorce and living in a single-parent home causes children to be less sociable, and that
remarriage causes improvements in sociability. Do you accept this researcher's conclusions?
Why or why not?

This researcher incorrectly made a causal inference about the effects of divorce and
remarriage based on a natural groups design. Natural groups designs provide correlational
data regarding the relationship between an individual differences variable and a dependent
variable; therefore, causal inferences cannot be made. These three groups may differ on a
number of other variables (e.g., income, household stability, time since divorce) that may be
related to children's sociability. These variables are potential alternative explanations for the
observed group differences, rather than the three groups the researcher formed.

Level: Applied

6-5
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Independent Groups Designs

11. (p. 182) A researcher tested whether exposure to images of very thin fashion models causes
young women to be dissatisfied with their own body, compared to exposure to athletic body
images or neutral (non-body) images. She randomly assigned 120 women from an
introductory psychology course to one of three exposure conditions: very thin female images,
athletic female images, or neutral images (e.g., household objects). Each condition had 10
images, projected individually on a large screen. The young women participated in small
groups. Each image was displayed for 1 minute, for a total of 10 minutes of exposure. After
viewing each image, participants wrote for 30 seconds a description of the image (the
participants were led to believe their memory was being tested). After viewing the images, the
women completed a questionnaire about satisfaction with their body. Negative scores indicate
body dissatisfaction and positive scores indicate satisfaction with their body. The mean scores
for each condition were as follows:

What type of experimental design did this researcher use?

A random groups design was used.

Level: Applied

6-6
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Independent Groups Designs

12. (p. 182) A researcher tested whether exposure to images of very thin fashion models causes
young women to be dissatisfied with their own body, compared to exposure to athletic body
images or neutral (non-body) images. She randomly assigned 120 women from an
introductory psychology course to one of three exposure conditions: very thin female images,
athletic female images, or neutral images (e.g., household objects). Each condition had 10
images, projected individually on a large screen. The young women participated in small
groups. Each image was displayed for 1 minute, for a total of 10 minutes of exposure. After
viewing each image, participants wrote for 30 seconds a description of the image (the
participants were led to believe their memory was being tested). After viewing the images, the
women completed a questionnaire about satisfaction with their body. Negative scores indicate
body dissatisfaction and positive scores indicate satisfaction with their body. The mean scores
for each condition were as follows:

Describe the independent variable in this study.

The independent variable was the type of image displayed with three exposure conditions:
very thin female image, athletic female image, and neutral image.

Level: Applied

6-7
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Independent Groups Designs

13. (p. 181) A researcher tested whether exposure to images of very thin fashion models causes
young women to be dissatisfied with their own body, compared to exposure to athletic body
images or neutral (non-body) images. She randomly assigned 120 women from an
introductory psychology course to one of three exposure conditions: very thin female images,
athletic female images, or neutral images (e.g., household objects). Each condition had 10
images, projected individually on a large screen. The young women participated in small
groups. Each image was displayed for 1 minute, for a total of 10 minutes of exposure. After
viewing each image, participants wrote for 30 seconds a description of the image (the
participants were led to believe their memory was being tested). After viewing the images, the
women completed a questionnaire about satisfaction with their body. Negative scores indicate
body dissatisfaction and positive scores indicate satisfaction with their body. The mean scores
for each condition were as follows:

Describe the dependent variable(s) in this study.

The dependent variable measured women's satisfaction with their body using a questionnaire.
Negative scores indicated dissatisfaction with their body and positive scores indicated
satisfaction.

Level: Applied

6-8
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Independent Groups Designs

14. (p. 185-186) A researcher tested whether exposure to images of very thin fashion models
causes young women to be dissatisfied with their own body, compared to exposure to athletic
body images or neutral (non-body) images. She randomly assigned 120 women from an
introductory psychology course to one of three exposure conditions: very thin female images,
athletic female images, or neutral images (e.g., household objects). Each condition had 10
images, projected individually on a large screen. The young women participated in small
groups. Each image was displayed for 1 minute, for a total of 10 minutes of exposure. After
viewing each image, participants wrote for 30 seconds a description of the image (the
participants were led to believe their memory was being tested). After viewing the images, the
women completed a questionnaire about satisfaction with their body. Negative scores indicate
body dissatisfaction and positive scores indicate satisfaction with their body. The mean scores
for each condition were as follows:

Someone unfamiliar with research methods criticizes the findings by arguing that women who
viewed the very thin images probably were more dissatisfied with their bodies even before
participating in the experiment. State whether you agree or disagree with this argument and
explain your reasoning.

Disagree. Because the researcher randomly assigned sufficient numbers of participants to

each condition of the experiment, we can be confident that individual differences were
balanced across the conditions to create equivalent groups prior to the independent variable
manipulation. Thus, prior to viewing the images, the three groups of women were likely
equivalent, on average, in their level of body satisfaction.

Level: Applied

6-9
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Independent Groups Designs

15. (p. 203-204) A researcher tested whether exposure to images of very thin fashion models
causes young women to be dissatisfied with their own body, compared to exposure to athletic
body images or neutral (non-body) images. She randomly assigned 120 women from an
introductory psychology course to one of three exposure conditions: very thin female images,
athletic female images, or neutral images (e.g., household objects). Each condition had 10
images, projected individually on a large screen. The young women participated in small
groups. Each image was displayed for 1 minute, for a total of 10 minutes of exposure. After
viewing each image, participants wrote for 30 seconds a description of the image (the
participants were led to believe their memory was being tested). After viewing the images, the
women completed a questionnaire about satisfaction with their body. Negative scores indicate
body dissatisfaction and positive scores indicate satisfaction with their body. The mean scores
for each condition were as follows:

Suppose the .95 confidence interval (CI) for the very thin condition is -1.75 to -2.50; the CI
for the Athletic condition is -.75 to -1.25; and the CI for the neutral condition is 0 to .50. What
claim would you make based on the estimates of the population means for the three groups in
the experiment based on a comparison of these confidence intervals?

The confidence intervals for the three conditions do not overlap; based on this we can
conclude that the population means for the three groups differ. Body dissatisfaction was
greatest in the very thin image condition, followed by the athletic image condition. The least
amount of body dissatisfaction was in the neutral image condition.

Level: Applied

Multiple Choice Questions

6-10
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Independent Groups Designs

16. (p. 179) When researchers use the multimethod approach they can reach comparable
conclusions about a research question after using different methods to study it. Our
confidence in these conclusions increases and the conclusions are said to have
A. convergent validity.
B. concurrent validity.
C. multiple validity.
D. correlational validity.

Level: Factual

17. (p. 179) One major purpose of conducting experiments is to decide whether a treatment or
program effectively changes behavior. A second major purpose for doing experiments is to
provide
A. definitive answers to theoretical questions.
B. simple and relatively quick ways of testing and revising hypotheses.
C. methods to obtain results that confirm our hypothesis.
D. an empirical test of hypothesis derived from theories.

Level: Factual

18. (p. 181) The factors that researchers control or manipulate in order to determine their effect
on behavior are called the
A. intervention variables.
B. dependent variables.
C. independent variables.
D. confounding variables.

Level: Factual

6-11
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Independent Groups Designs

19. (p. 181) In a study that investigates the effects of two different doses of a drug on memory
performance, memory performance represent the ____ variable and doses of the drug
represent the ____ variable.
A. correlational; confounding
B. experimental; control
C. dependent; independent
D. independent; dependent

Level: Applied

20. (p. 181) When the three requirements for causal inference are met, an experiment is said to
be
A. balanced.
B. internally valid.
C. an independent groups design.
D. held constant.

Level: Factual

21. (p. 181) Two control techniques that allow researchers to rule out alternative explanations for
an outcome are balancing and
A. holding conditions constant.
B. establishing a time-order relationship.
C. validation.
D. establishing a covariation.

Level: Factual

6-12
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Independent Groups Designs

22. (p. 181) A researcher has manipulated only one independent variable at two levels, has held
constant as many other variables as possible and has balanced individual differences by using
random assignment. The researcher is likely to be able to claim that the independent variable
caused the observed changes in the dependent variable because the experiment is
A. externally valid.
B. internally valid.
C. a natural groups design.
D. statistical.

Level: Factual

23. (p. 182) The goal of a random groups design experiment is to establish the independent
variable as the cause of any differences in the dependent variable. The logic of accomplishing
this involves
A. beginning with comparable groups, treating them differently, and ending with differences
among groups.
B. beginning with comparable groups, treating them the same, and ending with no differences
among groups.
C. beginning with noncomparable groups, treating them differently, and ending with
differences among groups.
D. beginning with noncomparable groups, treating them the same, and ending with no
differences among groups.

Level: Conceptual

24. (p. 182) The most common solution to the problem of forming comparable groups in the
random groups design is
A. random-digit dialing.
B. random assignment.
C. random selection.
D. matching participants on the dependent variable.

Level: Factual

6-13
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Independent Groups Designs

25. (p. 185) Which of the following arises when the independent variable of interest and an
unintended independent variable are allowed to covary?
A. contamination effect
B. decrease in external validity
C. illusory correlation
D. confounding

Level: Factual

26. (p. 185) A researcher examined participants' memory following emotionally shocking events
by manipulating whether participants viewed a violent or a nonviolent version of a video. The
video in the two conditions was identical except for two seconds in which the violence
variable was manipulated. That the video was identical except for the manipulation represents
the control technique of
A. balancing the individual differences across the groups of the experiment.
B. holding conditions constant in the experiment.
C. a time-order relationship between the independent and dependent variables.
D. confounding the independent variable.

Level: Applied

27. (p. 185) Individual differences among participants in a random groups design are controlled
by
A. eliminating the individual differences from the experiment.
B. ignoring the individual differences because they cannot confound the experiment.
C. balancing the individual differences across the conditions of the experiment.
D. holding the individual differences constant in the experiment.

Level: Factual

6-14
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Independent Groups Designs

28. (p. 185-186) Random assignment to conditions works to balance participants' individual
differences across conditions of the experiment by
A. matching individuals on key variables.
B. asking individuals to participate in each condition of the experiment.
C. forming groups based on an individual differences variable the researcher selects.
D. generating groups of participants that are equivalent, on average.

Level: Factual

29. (p. 185-186) Researchers manipulated exposure to body images by randomly assigning young
girls to one of three conditions. They observed that young girls' body dissatisfaction was
greatest after viewing very thin images of a Barbie doll compared to normal-weight images
("Emme" doll) or neutral images. The alternative explanation that girls in the Barbie condition
might have weighed more prior to exposure to body images can be ruled out because the
researchers
A. held constant the amount of time girls looked at images.
B. manipulated the type of exposure with three conditions.
C. randomly assigned girls to the different exposure conditions.
D. all of these

Level: Conceptual

30. (p. 185-186) A researcher interested in young girls' exposure to thin images of Barbie dolls
compared to normal-weight images ("Emme" doll) wanted to make sure girls in the two
conditions (Barbie, Emme) did not differ in the number of Barbie dolls they own at home.
The best way to do this would be to
A. hold conditions constant by making sure each girl in the experiment only had three Barbie
dolls.
B. randomly assign girls to the two conditions of the experiment.
C. give each girl in the experiment a Barbie doll and an Emme doll.
D. none of these

Level: Applied

6-15
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Independent Groups Designs

31. (p. 188) The procedure for using block randomization in an independent groups experiment
with three conditions (A, B, C) and 60 subjects is to
A. generate twenty random orders of the conditions (e.g., ACB, BAC) and assign subjects one
block at a time (i.e., 3 subjects in the first block, 3 in the second block, and so on).
B. generate one random order of conditions (e.g., ACB) and test the first 20 subjects in
condition A, the second 20 subjects in condition C, and the last 20 subjects in condition B.
C. select intact groups of 20 subjects each and randomly assign the groups to condition A, B,
or C.
D. generate sixty random orders of the conditions, one for each subject.

Level: Factual

32. (p. 188-189) In addition to creating groups of equal size, an advantage of block randomization
is that it
A. decreases the number of participants needed in each condition.
B. averages the effect of the dependent variable across the conditions of the experiment.
C. holds constant the time in which an experiment is run.
D. balances potential confoundings that occur during the time in which an experiment is run.

Level: Factual

33. (p. 189-190) A researcher randomly assigns one classroom to a new teaching method and a
second classroom to the control condition (the regular teaching method). This researcher faces
the potential problem of confounding due to
A. experimenter effects.
B. selective subject loss.
C. intact groups.
D. extraneous variables.

Level: Applied

6-16
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Independent Groups Designs

34. (p. 189-190) An instructor randomly assigns two sections of his course to an experimental
condition (new teaching method) or control condition (regular teaching method). Students in
the 9:30 section receive the experimental treatment and students in the 1:30 section participate
in the control condition. At the end of the semester the instructor's tests reveal that students in
the 9:30 section had significantly higher test scores than students in the 1:30 section. Based on
this summary, we can state that
A. the results are uninterpretable because of intact groups.
B. the findings have external validity across two times of day.
C. the experiment has internal validity.
D. all of these

Level: Applied

35. (p. 190) In order to conduct an experiment more efficiently, a researcher tests groups of
participants in several small groups. The number of participants in each group differs because
of participants' availability at different times. The different number of participants in each
group represents a potential
A. intact group problem.
B. selective subject loss problem.
C. experimenter effect.
D. extraneous variable problem.

Level: Applied

36. (p. 190-191) Four students plan to conduct an experiment with four conditions (A, B, C, and
D) during one semester. Each student will serve as an experimenter. The best way to control
for the extraneous variable of having four experimenters test participants in the study is to
A. make sure each experimenter tests only one of the conditions.
B. have the first experimenter test a random order of conditions during the first two weeks of
the semester, the second experimenter test a second random order during the next two weeks,
and so on.
C. have each experimenter test randomized blocks of conditions.
D. have each experimenter test condition A during the first two weeks of the semester,
condition B during the next two weeks, and so on.

Level: Applied

6-17
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Independent Groups Designs

37. (p. 191) When participants begin an experiment but fail to complete it, the internal validity of
the experiment can be threatened. Which of the following types of subject loss poses the most
serious threat to internal validity?
A. the loss occurs because of an error by the experimenter.
B. the loss leads to different numbers of participants in the groups in the experiment.
C. the loss occurs because of equipment failure.
D. the loss occurs because of some characteristic of the participant that is related to the
outcome of the study.

Level: Factual

38. (p. 191) Subject loss (attrition) poses a problem for a random groups design because
A. extraneous variables are more likely to affect subjects who drop out.
B. group equivalence established at the beginning of the experiment may be lost.
C. participants may respond to demand characteristics.
D. participants may change their natural group designation.

Level: Factual

39. (p. 193) One preventive step researchers can take when they suspect selective subject loss
might occur in their experiment involves using a pretest to screen out participants who may
drop out of the study. The disadvantage of this method is decreased
A. external validity.
B. internal validity.
C. statistical significance.
D. all of these

Level: Factual

6-18
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Independent Groups Designs

40. (p. 194) If participants know they have been given alcohol in an experiment, they may expect
certain effects such as giddiness or relaxation. The general term for such cues that guide
participants' behavior in a study is
A. double-blind effects.
B. self-inflicted characteristics.
C. expectation effects.
D. demand characteristics.

Level: Factual

41. (p. 194) When observers have biases regarding what they expect participants' behavior to be
like in an experiment, the observations may be influenced by
A. placebos.
B. demand characteristics.
C. experimenter effects.
D. selective subject loss.

Level: Factual

42. (p. 194-195) Placebo control groups and double-blind procedures are typically used to control
for
A. individual differences variables and matching variables.
B. demand characteristics and experimenter effects.
C. selective subject loss and mechanical subject loss.
D. manipulated variables and extraneous variables.

Level: Factual

43. (p. 196) Which of the following is the best way to determine whether the differences in
means obtained in an experiment are reliable?
A. Replicate the experiment.
B. Use confidence intervals to compare the means.
C. Perform an inferential statistics test (null hypothesis significance testing).
D. Find the difference between two sample means.

Level: Factual

6-19
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Independent Groups Designs

44. (p. 196) The three steps of data analysis are

A. find any outliers, compute confidence intervals, and do null hypothesis significance
testing.
B. check the data, summarize the data, and confirm what the data reveal.
C. find Type I and Type II errors, compute means, and compute inferential statistics.
D. calculate the standard deviation, find the effect size, and do null hypothesis significance
testing.

Level: Factual

45. (p. 198) After checking the data for errors and outliers, the next step in analyzing the data
from a research study is to use
A. confidence intervals.
B. meta-analysis.
C. descriptive statistics.
D. inferential statistics and null hypothesis significance testing.

Level: Factual

46. (p. 198-199) Which of the following is a measure of the strength of the relationship between
the independent and dependent variables that is independent of sample size?
A. t-test
B. standard deviation
C. mean difference score
D. effect size

Level: Factual

6-20
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Independent Groups Designs

47. (p. 199) A researcher conducted an experiment in which participants played either a violent
or a nonviolent video game. After the game, the researcher measured hostile cognitions. The
effect size, Cohen's d, for the difference in mean hostile cognition between the violent and
nonviolent conditions was .83. Based on this, it is possible to state that the video game
independent variable had a _______ effect on hostile cognition in this experiment.
A. nonsignificant
B. small
C. medium
D. large

Level: Applied

48. (p. 198-199) Which of the following is not an advantage of using measures of effect size?
A. Measures of effect size provide information about the strength of the relationship between
an independent variable and a dependent variable.
B. Measures of effect size provide the best information about whether the effect of the
independent variable is statistically significant.
C. Measures of effect size can provide an estimate of the overall effect size for an independent
variable by averaging effect sizes across a series of experiments.
D. Measures of effect size can be used to make quantitative comparisons of the different
outcomes found in a series of experiments involving the same independent variable.

Level: Factual

49. (p. 199) The statistical technique that is used to analyze the results of several independent
experiments is called
A. F-test.
B. central tendency.
C. meta-analysis.
D. Cohen's d analysis.

Level: Factual

6-21
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Independent Groups Designs

50. (p. 201) Two statistical methods that researchers use to determine whether an independent
variable has a reliable effect on a dependent variable are
A. null hypothesis significance testing and confidence intervals.
B. statistical significance and odds-likelihood analysis.
C. analysis of error variation and effect size.
D. Cohen's d and alpha.

Level: Factual

51. (p. 201) The nonsystematic (random) variation due to differences among subjects within
each group is called
A. spurious variation.
B. nonsignificant variation.
C. inferential variation.
D. error variation.

Level: Factual

52. (p. 202) A statistically significant outcome is an outcome that

A. leads us to reject the null hypothesis.
B. assures the internal validity of the experiment.
C. assures that practical applications of the outcome will be successful.
D. all of these

Level: Factual

53. (p. 202) A statistically significant outcome is an outcome that

A. has a large likelihood of occurring if the null hypothesis is true.
B. has a small likelihood of occurring if the null hypothesis is true.
C. always has a large effect size.
D. has neither Type I nor Type II errors.

Level: Factual

6-22
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Independent Groups Designs

54. (p. 202-203) A researcher computes an inferential statistic to test the difference between mean
scores for an experimental group and a control group. The probability of the obtained
statistical value for the t-test is .025, which is less than the alpha level of significance (p <
.05). The researcher should
A. reduce the alpha level of significance to .025 to form a definite conclusion.
B. accept the null hypothesis of no difference between the experimental and control groups
because the probability is so small; thus, the independent variable had no effect.
C. reject the null hypothesis of no difference between the experimental and control groups
because the probability is so small; thus, the independent variable had a reliable effect on the
dependent variable.
D. neither accept nor reject the null hypothesis of no difference because the probability value
of .025 is significantly different than .05.

Level: Applied

55. (p. 203) We can be confident that the population means differ for two conditions of an
experiment when the confidence intervals for the two sample means
A. are of different size.
B. have different standard deviations.
C. overlap.
D. do not overlap.

Level: Factual

56. (p. 203-204) A researcher computes a .95 confidence interval for an experimental group to be
3.0 B 7.0, and computes a .95 confidence interval for a control group to be 0.0 B 4.0. Based
on these confidence intervals, the researcher can state that
A. the results for the effect of the independent variable on the dependent variable are
inconclusive.
B. the independent variable definitely influenced participants' scores on the dependent
variable because the confidence interval for the experimental group is higher than that that of
the control group.
C. the independent variable definitely did not affect participants' scores because the
confidence interval for the control group includes zero.
D. the population value for the experimental group is .95.

Level: Applied

6-23
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Independent Groups Designs

57. (p. 204) Our ability to draw appropriate conclusions based on the results of an experiment
depends most of all on the
A. external validity of the experiment.
B. internal validity of the findings.
C. amount of variation in the experiment.
D. statistical significance of the findings.

Level: Factual

58. (p. 204-205) The problem of Type I and Type II errors occurs because
A. decision making based on inferential statistics depends on probabilities.
B. researchers rarely conduct internally valid experiments.
C. the null hypothesis is difficult to define.
D. all of these

Level: Conceptual

59. (p. 204) A Type I error occurs when the null hypothesis is really true and we claim
A. the independent variable did not have an effect on behavior.
B. the independent variable did have an effect on behavior.
C. the inferential test was not statistically significant.
D. that the results are not statistically significant.

Level: Factual

60. (p. 205) When we conclude that an experiment does not provide sufficient evidence to reject
the null hypothesis when, in fact, an independent variable does produce an effect, the
inferential statistics problem is called a
A. Type I error.
B. Type II error.
C. no-confidence interval.
D. probability error.

Level: Factual

6-24
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Independent Groups Designs

61. (p. 181, 205) ________ refers to the researcher's ability to make causal inferences regarding an
experimental outcome and _________ refers to the researcher's ability to generalize the
findings beyond the scope of the specific experiment.
A. Reliability; validity
B. Replication; confounding
C. Internal validity; external validity
D. External validity; internal validity

Level: Factual

62. (p. 205) When the findings of experiments testing the effectiveness and safety of drugs on
animals are replicated in clinical trials with people, the original findings of the animal
research are shown to have
A. external validity.
B. internal validity.
C. statistical significance.
D. sensitivity.

Level: Conceptual

63. (p. 205) In what situation is it argued that external validity is irrelevant?
A. when psychologists seek to describe real-world settings based on laboratory research.
B. when research is conducted with college student samples.
C. when the goal of an experiment is to observe the most typical case found in nature.
D. when the purpose of the experiment is to test a specific hypothesis derived from a theory.

Level: Factual

6-25
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Independent Groups Designs

64. (p. 208) A researcher read a research report indicating that a certain medication was found to
be effective when tested on men. The researcher plans to do an experiment testing the
effectiveness of the same medication, but in his experiment both men and women will be
tested. The researcher is planning to do a
A. partial replication of the experiment to test the reliability and external validity of the
finding from the original experiment.
B. replication of the experiment to test the internal validity of the original experiment.
C. replication of the experiment to test the sensitivity of the original experiment.
D. partial replication of the experiment to test the statistical power of the original experiment.

Level: Applied

65. (p. 208) Researchers found a relationship between insults and aggressive behavior for 5-year
olds. If they want to test the external validity of the conceptual relationship between insults
and aggressive behavior for a sample of 35-year olds, they should
A. test the findings in the real world rather than in a laboratory setting.
B. use the same measure of aggression as was used with the 5-year olds.
C. use age-appropriate insults and measures of aggression for the 35-year olds.
D. use the same insults as was used with the 5-year olds.

Level: Conceptual

66. (p. 209) A cognitive psychologist wants to do an experiment to test a variable that may
influence the memory of elderly people. She has the following constraints: only 12 people are
available as possible participants, and the independent variable she plans to manipulate
requires the use of a separate group for each of the two conditions. The psychologist has a
reliable and valid pretest she can use to evaluate participants' memory prior to the
manipulation. Which design is this psychologist likely to use?
A. random groups design
B. natural groups design
C. matched groups design
D. placebo control design

Level: Applied

6-26
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Independent Groups Designs

67. (p. 210) When conducting an experiment using the matched groups design, the preferred
matching variable is
A. completely different from the dependent variable.
B. an inexpensive test that participants could complete quickly.
C. a measure with limited reliability and validity.
D. the same measure that will be used as the dependent variable.

Level: Factual

68. (p. 209-210) Which of the following conditions would lead you to recommend against the use
of a matched groups design and in favor of a random groups design?
A. a small number of participants from a heterogeneous population is available
B. a large number of participants from a homogeneous population is available
C. a separate group is required for each level of the independent variable of interest
D. a reliable and valid matching variable is available

Level: Factual

69. (p. 211) A researcher plans to use a matched groups design to assess a treatment for
increasing body weight of premature infants. The independent variable has two conditions,
treatment and control. Eight pairs of premature infants are matched according to their body
weight prior to manipulating the independent variable. In order to control for other potentially
relevant characteristics of the participants, the researcher should
A. identify a matching variable uncorrelated with body weight.
B. assign the lower weight infant in each pair to the treatment condition.
C. randomly assign infants in each pair to the treatment or control group.
D. none of these

Level: Applied

6-27
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 06 - Independent Groups Designs

70. (p. 211-212) Which of the following is an example of an individual differences (subject)
variable?
A. individuals randomly assigned to one of three different treatments in a diabetes study
B. an independent variable involving three levels of nicotine in a smoking cessation program
C. a law enforcement training program compared over a 4-week or an 8-week period
D. individuals classified as introverted or extraverted in a study of alcohol use

Level: Applied

71. (p. 212) To differentiate experiments involving individual differences (subject) variables and
those involving manipulated independent variables, those experiments involving groups
selected based on individual differences (subject) variables are called
A. selected subjects designs.
B. matched groups designs.
C. random groups designs.
D. natural groups designs.

Level: Factual

72. (p. 212) The natural groups design represents an illustration of the general research approach
that is called
A. correlational research.
B. descriptive research.
C. experimental research.
D. observational research.

Level: Factual

73. (p. 212) Which of the following is the most critical problem in drawing causal inferences
based on the natural groups design?
A. establishing covariation
B. correlating participants' characteristics and their performance
C. eliminating plausible alternative causes for the obtained relationship
D. using the natural groups variable to make predictions for the dependent variable

Level: Factual

6-28
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.