Research Methods For The Behavioral Sciences 5Th Edition Gravetter Test Bank Full Chapter PDF

Research Methods for the Behavioral
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1. In nonexperimental and quasi-experimental studies, different groups or conditions are defined in terms of ____.
a. independent variables
b. dependent variables
c. pre-existing participant variables or time
d. treatment conditions
ANSWER: c
DIFFICULTY: Moderate
REFERENCES: 10.1 Nonexperimental and Quasi-Experimental Research Strategies
LEARNING OBJECTIVES: GRAV.METH.16.10.01 - Define the experimental, nonexperimental, and quasi-experimental
research strategies and identify these strategies when they appear in a research report.
KEYWORDS: Bloom’s: Understand
2. Which study illustrates a nonexperimental study?

a. a study comparing self-esteem scores for children with a learning disability versus scores for children without
a learning disability
b. a study comparing depression scores for one group that is assigned to receive a therapy versus another group
that is assigned not to receive a therapy
c. a study comparing performance in a room where the walls have been painted yellow versus performance in a
room painted blue
d. a study comparing cognitive functioning scores for one group of Alzheimer’s patients who are assigned to
receive memory therapy versus another group that is assigned not to receive therapy
ANSWER: a
DIFFICULTY: Difficult
KEYWORDS: Bloom’s: Apply
3. Although nonexperiments resemble true experiments, they contain ____ and cannot ____.
a. threats to internal validity; generalize to other situations
b. threats to external validity; generalize to other situations
c. threats to internal validity; establish causal relationships
d. threats to external validity; establish causal relationships
ANSWER: c
4. A researcher compares preexisting groups of individuals in which type of study?

a. between-subjects experiment
b. within-subjects experiment
c. nonequivalent group design
d. pre-post design
ANSWER: c
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.02 - Define a nonequivalent group design and identify examples of this
research design when it appears in a research report.
KEYWORDS: Bloom’s: Analyze
5. The researcher is least likely to randomly assign individuals to treatment groups in which type of study?
a. between-subjects experiment
b. within-subjects experiment
c. nonequivalent group design
d. pre-post design
ANSWER: c
Group Designs
6. The concept of nonequivalent groups means ____.

a. the researcher cannot control which people go into each group and cannot ensure that the groups are
equivalent.
b. the two groups have completely different characteristics.
c. the researcher has randomly assigned people to groups so there is no guarantee that the groups are equal.
d. the number of participants is different from one group to another.
ANSWER: a
Group Designs
7. A researcher introduces a new mathematics program in one school district and uses a neighboring district as a no-
treatment control group. After the program is in place for six months, the researcher intends to give the students in both
districts a standardized mathematics test and then compare their scores. This research cannot be classified as a true
experiment because ____.
a. the treatment is administered to only one group.
b. there is no pretest to determine mathematics ability before the program
c. the researcher does not control the assignment of participants to groups
d. it is not conducted in a laboratory
ANSWER: c
Group Designs
8. Which threat occurs in nonequivalent group designs because the groups may have different participant characteristics?
a. history effects
b. instrumentation effects
c. regression toward the mean
d. assignment bias
ANSWER: d
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.03 - Explain how assignment bias threatens the internal validity of a
nonequivalent group design.
9. A problem with nonequivalent group designs is that any differences found could be explained by differences in ____.
a. participant characteristics
b. history
c. instrumentation
d. testing effects
ANSWER: a
Group Designs
10. Which statement accurately describes what is evaluated by differential research?

a. differences between treatment conditions using the same group of participants in all treatments
b. differences between treatment conditions using a separate group of participants for each treatment
c. differences in scores before versus after a treatment
d. differences in scores between preexisting groups of participants
ANSWER: d
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.04 - Describe the two nonexperimental nonequivalent group designs
(differential research and the posttest-only nonequivalent control group design) and the
quasi-experimental nonequivalent group design (pretest–posttest nonequivalent control group
design), and identify examples of these designs when they appear in a research report.
11. Which research design is being used by a researcher comparing self-esteem scores for children from divorced families
versus scores for children from families with no divorce?
a. differential research design
b. pretest-only nonequivalent control group design
c. pretest-posttest nonequivalent control group design
d. time-series design
ANSWER: a
Group Designs
12. A differential research design is an example of a ____.

a. nonequivalent group design
b. nonequivalent control group design
c. time-series design
d. pretest-posttest design
ANSWER: a
Group Designs
13. Last fall, a state college introduced a one-week study skills course for new freshmen students. At the end of the
academic year, the college compared the grades and dropout rate for their freshmen with the corresponding measurements
for freshmen at a neighboring state college. This study is an example of a ____.
a. posttest-only nonequivalent control group design
b. pretest-posttest nonequivalent control group design
c. differential research design
d. time-series design
ANSWER: a
Group Designs
14. A researcher introduces a new mathematics program in one school district and uses a neighboring district as a no-
treatment control group. Before the program begins, the students in both districts are given a standardized mathematics
test. After the program is in place for six months, the students are tested again and the researcher compares the before and
after scores for the two groups. This research study is classified as ____.
a. correlational
b. experimental
c. quasi-experimental
d. nonexperimental
ANSWER: c
Group Designs
15. What is one of the primary advantages of a pretest-posttest nonequivalent control group design, in comparison to other
nonequivalent group designs?
a. Posttest scores can help reduce threats from history effects.
b. Posttest scores can eliminate threats from history effects.
c. Pretest scores can help reduce the threat of assignment bias.
d. Pretest scores can eliminate the threat of assignment bias.
ANSWER: c
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.05 - Explain how a simple modification of the posttest-only
nonequivalent control group design increases internal validity and produces a quasi-
experimental design.
16. Differential history effects are a threat to internal validity for which of the following designs?
a. differential research design
b. one-group pretest–posttest design
c. pretest-posttest nonequivalent control group design
d. longitudinal design
ANSWER: c
Group Designs
17. A researcher comparing depression scores before and after treatment in one group of clients, is using a(n) ____.
a. pretest-posttest nonequivalent control group design
b. differential research design
c. pre-post design
d. post-test only nonequivalent control group design
ANSWER: c
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.06 - Define a pre–post design and identify examples of this research
design when it appears in a research report.
18. The goal of the pre-post design is to examine the effects of treatment by measuring ____.
a. two groups before and after a treatment
b. two groups after a treatment
c. one group after a treatment
d. one group before and after a treatment
ANSWER: d
19. Some threats to internal validity are related to time and other threats are related to differences between groups. What is
a threat related to time?
a. history effects
b. assignment bias
c. selection bias
d. differential attrition
ANSWER: a
LEARNING OBJECTIVES: GRAV.METH.16.10.07 - Identify the threats to internal validity for pre–post designs.
20. Pre-post designs are threatened by ____.

a. factors related to the passage of time
b. factors related to differences between groups
c. assignment bias
d. differential attrition
ANSWER: a
21. The pre-post designs are similar to within-subjects designs; however, in a pre-post design, it is impossible to ____.
a. randomly assign participants
b. counterbalance order of treatments
c. control for differential effects
d. generalize the results
ANSWER: b
22. A pretest-posttest design (OXO) is considered to be a(n) ____.

a. experiment
b. nonexperimental design
c. nonequivalent groups quasi-experimental design
d. time series quasi-experimental design
ANSWER: b
LEARNING OBJECTIVES: GRAV.METH.16.10.08 - Describe the nonexperimental pretest–posttest design and the
quasi-experimental time-series design, and identify examples of these designs when they
appear in a research report.
23. A clinical psychologist measures body satisfaction for a group of clients diagnosed with anorexia nervosa each day for
one week before and for one week after the psychologist begins a series of group therapy sessions. This is an example of
a(n) ____ design.
a. time-series
b. interrupted time-series
c. equivalent time-samples
d. pretest-posttest design
ANSWER: a
24. A time-series design is a(n) ____.

a. nonexperimental study
b. quasi-experimental study
c. experiment
d. correlational study
ANSWER: b
25. What is one difference between a time-series design and an interrupted time-series design?
a. Time series examines the effect of a treatment and interrupted time series examines the effect of an outside
event.
b. Time series examines the effect of an outside event and interrupted time series examines the effect of a
treatment.
c. Time series involves several observations before and after the treatment/event and interrupted time series has
only one observation before and after.
d. Time series involves only one observation before and after the treatment/event and interrupted time series has
several observations before and after.
ANSWER: a
26. In the ____ design, a researcher makes multiple observations before and after some event not manipulated by the
researcher.
a. time-series
b. interrupted time-series
c. longitudinal
d. cross-sectional
ANSWER: b
27. A researcher records participants’ weights every Friday for three weeks prior to administering a diet education
program and for three weeks following the program. This study is an example of a(n) ____.
a. time-series design
b. interrupted time-series design
c. cross-sectional design
ANSWER: a
28. Last year, the state increased the speed limit on one section of highway from 55 to 65 mph. To evaluate the effect of
the change, a researcher gathered accident reports for six months before the change and for six months after the change.
This is an example of a(n) ____.
c. cross-sectional design
ANSWER: b
29. A series of observations before treatment allows a researcher to determine whether ____.
a. the treatment has a temporary effect
b. the treatment has a permanent effect
c. scores are influenced by assignment bias
d. scores are influenced by some factor unrelated to the treatment
ANSWER: d
LEARNING OBJECTIVES: GRAV.METH.16.10.09 - Explain how replacing the single observation before and after
treatment with a series of observations converts the pretest–posttest design into a quasi-
experimental time-series design by minimizing threats to internal validity.
30. Which of these designs comes closest to being a true experiment?

a. a time-series design
b. a pretest-posttest design
c. a differential design
d. a pretest-only nonequivalent control group design
ANSWER: a
31. A research study that evaluates changes in behavior related to age by examining different groups of individuals, with
each group representing a different age, is called a(n) ____.
c. cross-sectional developmental design
d. longitudinal developmental design
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 10.4 Developmental Research Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.010 - Define cross-sectional and longitudinal designs, identify these
designs when they appear in a research report, and describe the strengths and weaknesses of
each design.
32. A research study that evaluates changes in behavior related to age over time by examining one group of participants
who are all roughly the same age is called a(n) ____.
ANSWER: d
DIFFICULTY: Easy
each design.
33. A researcher is examining cooperation between peers by observing children at six years, eight years, and ten years old.
If the researcher uses a cross-sectional design and obtains 20 scores for each age, how many children participated in the
entire study?
a. 20
b. 40
c. 60
d. 120
ANSWER: c
each design.
34. A researcher studies language development by selecting a sample of two-year-old children, a sample of three-year-old
children, and a sample of four-year-old children. Each child’s language skill is measured and the researcher plans to
compare the scores for the three groups. This study is an example of a(n) ____.
ANSWER: c
each design.
35. A cross-sectional developmental design is an example of the general category of ____ designs.
a. nonequivalent group
b. pretest-posttest
c. time-series
d. interrupted time-series
ANSWER: a
each design.
36. A researcher studies language development by selecting a sample of two-year-old children and giving them a language
skill test. Each year for the next two years, the children are brought back and tested again. The researcher plans to
compare the children’s scores at age two, age three, and age four. This study is an example of a(n) ____.
ANSWER: d
each design.
37. A problem with a longitudinal design is that the results may be distorted by ____.
a. cohort effects
b. participant attrition
c. differential history effects
d. assignment bias
ANSWER: b
each design.
38. What is the appropriate statistical analysis for comparing non-numerical data for a differential design comparing
samples representing two populations?
a. independent-measures t test
b. repeated-measures t test
c. independent-measures analysis of variance
d. chi-square test for independence
ANSWER: d
REFERENCES: 10.5 Applications, Statistical Analysis, and Terminology for Nonexperimental, Quasi-
Experimental and Developmental Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.011 - Identify the statistical techniques that are appropriate for each
nonexperimental, quasi-experimental, and developmental design and explain the strengths
and weaknesses of two-group compared to multi-group designs.
39. What is the appropriate statistical analysis for evaluating the after treatment mean difference for a posttest only
nonequivalent control group design?
a. independent-measures t test
b. repeated-measures t test
c. repeated-measures analysis of variance
d. chi-square test for independence
ANSWER: a
40. In a differential research design, the participant characteristic that is used to define the groups is called a(n) ____
variable.
a. independent
b. dependent
c. quasi-independent
d. quasi-dependent
ANSWER: c
LEARNING OBJECTIVES: GRAV.METH.16.10.012 - Explain how the terms quasi-independent variable and dependent
variable are used in nonexperimental, quasi-experimental, and developmental research.
41. Nonexperimental research typically involves looking at differences between preexisting groups or at changes that
occur over time.
a. True
b. False
ANSWER: True
42. Nonexperimental studies always contain a threat to internal validity, which means that these studies cannot establish
unambiguous cause-and-effect relationships.
a. True
b. False
ANSWER: True
43. Quasi-experimental studies attempt to minimize threats to validity but nonexperimental studies make little or no
attempt.
a. True
b. False
ANSWER: True
44. The concept of nonequivalent groups means that the number of participants is different from one group to another.
a. True
b. False
ANSWER: False
Group Designs
45. History effects occur in nonequivalent group designs because the groups probably have different participant
characteristics.
a. True
b. False
ANSWER: False
Group Designs
46. Differential research is an example of the quasi-experimental research strategy.

a. True
b. False
ANSWER: False
Group Designs
47. A research study that compared married men, divorced men, and single adult men is an example of the differential
research design.
a. True
b. False
ANSWER: True
Group Designs
48. The posttest-only nonequivalent control group design comes close to being a true experiment and is therefore is a
quasi-experimental design.
a. True
b. False
ANSWER: False
Group Designs
49. The pretest-posttest nonequivalent control group design reduces the threat of assignment bias and limits time-related
threats and therefore is a quasi-experimental design.
a. True
b. False
ANSWER: True
Group Designs
50. One group is measured before and after a treatment in a typical pre-post study.
a. True
b. False
ANSWER: True
DIFFICULTY: Easy
51. The internal validity of the pre-post designs is threatened by threats related to time.
a. True
b. False
ANSWER: True
52. In a pretest-posttest design, a researcher makes multiple observations before and after the introduction of a treatment.
a. True
b. False
ANSWER: False
53. A pretest-posttest study is an example of a nonequivalent groups design.

a. True
b. False
ANSWER: False
54. The time-series design is an example of the quasi-experimental research strategy.

a. True
b. False
ANSWER: True
55. A researcher in Mississippi measured visits to the school counselor for a group of students for three weeks in the
spring. In the fall, immediately after a major hurricane, the researcher again measured the students’ counselor visits to see
if there had been any change. This researcher is using an interrupted time-series design.
a. True
b. False
ANSWER: True
56. A differential research design comes closer to being a true experiment that other similar designs.
a. True
b. False
ANSWER: False
57. A cross-sectional design comparing three different ages would require three separate groups of participants.
a. True
b. False
ANSWER: True
DIFFICULTY: Easy
each design.
58. The changes that occur as a person ages from child to adult to elderly are called cohort effects.
a. True
b. False
ANSWER: False
each design.
59. A repeated-measures analysis of variance is the appropriate statistical analysis for comparing mean differences for a
differential design comparing samples representing three populations.
a. True
b. False
ANSWER: False
60. In a cross-sectional developmental study, age would be the quasi-independent variable.

a. True
b. False
ANSWER: True
LEARNING OBJECTIVES: GRAV.METH.16.10.012 - Explain how the terms quasi-independent variable and dependent
variable are used in nonexperimental, quasi-experimental, and developmental research.
61. Describe the similarities and differences between experiments and nonexperiments or quasi-experiments.
ANSWER: Nonexperimental and quasi-experimental studies are similar to experiments in terms of their
general structure. Nonexperiments and quasi-experiments, like experiments, involve
comparing groups of scores. However, only in an experiment does a researcher create
treatment conditions by manipulating an independent variable. Although nonexperiments and
quasi-experiments resemble experiments, they contain a confounding variable or other threat
to internal validity that is an integral part of the design. Therefore, these studies cannot
establish unambiguous cause and effect relationships.
DIFFICULTY: Easy
62. Distinguish nonexperimental designs from quasi-experimental designs.

ANSWER: The difference between nonexperimental and quasi-experimental designs is the degree to
which they limit confounds and control for threats to internal validity. A nonexperimental
design makes little or no attempt to minimize threats. On the other hand, a quasi-
experimental design makes some attempt to minimize threats to internal validity and
approach the rigor of a true experiment.
DIFFICULTY: Easy
Group Designs
63. Describe the fundamental flaw that prevents a nonequivalent group design from being a true experiment. (That is, why
can’t these designs produce an unambiguous cause-and-effect explanation?) Explain how the pretest scores in a pretest-
posttest nonequivalent control group design help reduce this problem.
ANSWER: The basic flaw with a nonequivalent group design is that there is no assurance that the
different groups in the study were equivalent before the treatments were administered. As a
result, there are always two possible explanations for any differences that may be found
between treatments: the differences may be caused by the treatments or the differences may
have existed before the treatments were introduced. This problem is reduced by the pretest
measurements in a pretest-posttest nonequivalent control group design. If the two groups
have similar pretest scores, then you have some assurance that the two groups are equivalent,
at least for the variable being measured.
Group Designs
64. Describe the fundamental flaw that prevents a pre-post design from being a true experiment. (That is, why can’t these
designs produce an unambiguous cause-and-effect explanation?) Explain how the series of observations before the
treatment help reduce this problem.
ANSWER: The basic flaw with a pre-post design is that the observations take place over time, which
means that other events that change over time have an opportunity to influence the results.
For example, a typical time-series study compares observations before treatment with
observations after treatment. Although the treatment may be responsible for causing a
difference between the two sets of observations, it also is possible that other, time-related
factors may have caused the scores to change. Thus, there are always two possible
explanations for the differences that are found in a time-series study. This problem is reduced
if the study uses a series of observations before the treatment is administered. If outside
factors such as history or maturation are influencing the scores, the influence should be seen
in the pretest series of observations. If there are no differences among the pretest
observations, you can be more confident that outside factors are not affecting the data.
65. Describe the similarities and differences between time-series and interrupted time-series designs.
ANSWER: Both time-series designs require a series of observations for each participant before and after
a treatment or event. Both designs are quasi-experimental designs. In the time-series design,
the event that occurs in the middle of the series of observations is actually a treatment
manipulated or administered by the researcher. In contrast, in the interrupted time-series
design, the researcher does not manipulate the intervening event. This design can be used to
evaluate the influence of outside events such as natural disasters.
66. Describe how the relationship between memory ability and age could be examined using a cross-sectional design.
How would the relationship be examined with a longitudinal design?
ANSWER: Cross-sectional study would compare separate groups of participants, for example, a group of
60-year-old adults, a group of 70-year-old adults, and a group of 80-year-old adults. Memory
ability would be measured for all three groups and the scores would be compared. The
corresponding longitudinal study would evaluate memory ability for one group of
participants at three different times: first when they are 60 years old, again when they are 70
years old, and finally when they are 80 years old.
each design.
67. Describe the strengths and weaknesses of cross-sectional and longitudinal research.
ANSWER: The advantages of the cross-sectional study include that the data can be collected in a short
period of time and it does not require long-term cooperation between the researchers and the
participant. The disadvantages of the cross-sectional study include that individual changes
cannot be assessed and the problem of cohort or generation effects. The advantages of the
longitudinal study include the ability to assess individual change. The disadvantages of
longitudinal research include that it is time consuming, bias can be created when participants
drop out of the study, and the potential for practice effects.
each design.
KEYWORDS: Bloom’s: Evaluate
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Sally had told him this morning not to call them together—to just go
and do it. But they would have been out in the corridors, waiting. He
would have had to brush by them. One touch—one contact of flesh
to flesh, and one of them might have tried to prove the mortality he
found in Sean Brendan.
"I want you in your homes. I want your doors shut. I want the corridor
compartments closed tight." He looked at them, and in spite of the
death he saw rising among them like a tide, he could not let it go at
that. "I want you to do that," he said in a softer voice than any of
them had ever heard from him. "Please."
It was the hint of weakness they needed. He knew that when he
gave it to them.
"Sean!" Sally cried.
And the auditorium reverberated to the formless roar that drowned
her voice with its cough. They came toward him with their hands
high, baying, and Sally clapped her hands to her ears.
Brendan stood, wiped his hand over his eyes, turned, and jumped.
He was across the stage in two springs, his toenails gashing the
floor, and he spun Sally around with a hand that held its iron clutch
on her arm. He swept a row of seats into the feet of the closest ones,
and pushed Sally through the side door to the main corridor. He
snatched up the welding gun he had left there, and slashed across
door and frame with it, but they were barely started in their run
toward his office before he heard the hasty weld snap open and the
corridor boom with the sound of the rebounding door. Claws clicked
and scratched on the floor behind him, and bodies thudded from the
far wall, flung by momentum and the weight of the pack behind them.
There would be trampled corpses in the auditorium, he knew, in the
path between the door and the mob's main body.
Sally tugged at the locked door to the next section of corridor.
Brendan turned and played the welder's flame in the distorted faces
nearest him. Sally got the door open, and he threw her beyond it.
They forced it shut again behind them, and this time his weld was
more careful but that was broken, too, before they were through the
next compartment, and now there would be people in the parallel
corridors, racing to cut them off—racing, and howling. The animals
outside must be hearing it ... must be wondering....
He turned the two of them into a side corridor, and did not stop to
use the welder. The mob might bypass an open door ... and they
would need to be able to get to their homes....
They were running along the dome's inside curve, now, in a section
where the dome should have been braced—it hadn't been done—
and he cursed Falconer for a spiteful ass while their feet scattered
the slimy puddles and they tripped over the concrete forms that had
been thrown down carelessly.
"All right," Brendan growled to himself and to Falconer, "all right,
you'll think about that when the time comes."
They reached the corridor section that fronted on his office, and
there were teeth and claws to meet them. Brendan hewed through
the knot of people, and now it was too late to worry whether he killed
them or not. Sally was running blood down her shoulder and back,
and his own cheek had been ripped back by a throat-slash that
missed. He swallowed gulps of his own blood, and spat it out as he
worked toward his door, and with murder and mutilation he cleared
the way for himself and the mother of his boy, until he had her safe
inside, and the edge of the door sealed all around. Then he could
stop, and see the terrible wound in Sally's side, and realize the
bones of his leg were dripping and jagged as they thrust out through
the flesh.
"Didn't I tell you?" he reproached her as he went to his knees beside
her where she lay on the floor. "I told you to go straight here, instead
of to the auditorium." He pressed his hands to her side, and sobbed
at the thick well of her blood over his gnarled fingers with the tufts of
sopping fur caught in their claws. "Damn you for loving me!"
She twitched her lips in a rueful smile, and shook her head slightly.
"Go let Donel out," she whispered.
They were hammering on the office door. And there were cutting
torches available, just as much as welders. He turned and made his
way to the control cubicle, half-dragging himself. He pulled the lever
that would open the gates, once the gate motors were started, and,
pulling aside the panels on cabinets that should have had nothing to
do with it, he went through the complicated series of switchings that
diverted power from the dome pile into those motors.
The plain's mud had piled against the base of the gate, and the
hinges were old. The motors strained to push it aside, and the dome
thrummed with their effort. The lighting coils dimmed, and outside his
office door, Brendan could hear a great sigh. He pulled the listening
earphones to his skull, and heard the children shout. Then he smiled
with his ruined mouth, and pulled himself back into his office, to the
outside viewscreen, and turned it on. He got Sally and propped her
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There was blurred combat on the plain, and death on that morning,
and no pity for the animals. He watched, and it was quicker than he
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"Which one is Donel?" Sally whispered.
"I don't know," he said. "Not since the children almost killed me when
they were four; you should have heard Donel shouting when he tore
my respirator away by accident—he was playing with me, Sally—and
saw me flop like a fish for air I could breathe, and saw my blood
when another one touched my throat. I got away from them that
time, but I never dared go back in after they searched out the
camera lenses and smashed them. They knew, then—they knew we
were in here, and they knew we didn't belong on their world."
And Falconer's kind would have gassed them, or simply re-mixed
their air ... they would have, after a while, no matter what.... I know
how many times I almost did....
There was a new sound echoing through the dome. "Now they don't
need us to let them out, anymore." There was a quick, sharp, deep
hammering from outside—mechanical, purposeful, tireless. "That ...
that may be Donel now."
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Research Methods for the Behavioral

Sciences 5th Edition Gravetter Test

2. Which study illustrates a nonexperimental study?

4. A researcher compares preexisting groups of individuals in which type of study?

6. The concept of nonequivalent groups means ____.

10. Which statement accurately describes what is evaluated by differential research?

12. A differential research design is an example of a ____.

20. Pre-post designs are threatened by ____.

22. A pretest-posttest design (OXO) is considered to be a(n) ____.

24. A time-series design is a(n) ____.

30. Which of these designs comes closest to being a true experiment?

46. Differential research is an example of the quasi-experimental research strategy.

53. A pretest-posttest study is an example of a nonequivalent groups design.

54. The time-series design is an example of the quasi-experimental research strategy.

60. In a cross-sectional developmental study, age would be the quasi-independent variable.

62. Distinguish nonexperimental designs from quasi-experimental designs.

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