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Question
A high school teacher conducted a test of a new approach to teaching math. Students were given a pretest when their math class began and a posttest at the end of the semester. The students' math performance improved. The teacher learned near the end of the semester, however, that in their science classes the students were using new computer software that included much of the math the teacher covered in his course. Which of the following threats to internal validity does the new computer software represent?
A. selection
B. regression
C. history
D. testing
Answer
This answer is hidden. It contains 1 characters.
Related questions
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The value of the F-statistic in a single-factor experiment is determined by dividing the Between-Group Mean Square by the
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Q:
Assume that the results of an F-test for a single-factor experiment are reported as: F(2, 42) = 7.30, p = .01. On the basis of this information we may conclude that there were _______ independent groups in this experiment.
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B. divided by N - 1.
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A. larger; better
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If the residents, staff, and facilities of a nursing home where a quasi-experiment was done are likely to be different from those in other nursing homes, the ______________ of the findings may be questioned.
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Q:
One threat to the internal validity of research that affects both true experiments and quasi-experiments is
A. selection threats.
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Q:
A threat to internal validity that occurs when information about the experiment is communicated between the different groups of participants is known as
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Lab-based experiments are likely to have greater _________, and experiments in natural settings are likely to have greater __________.
A. social application; theoretical implications
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Q:
The external validity of research done in natural settings is likely to be emphasized more when the research represents
A. an experiment done to address a specific question raised by a specific company.
B. an extension of a specific laboratory finding.
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Q:
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Q:
Problems in the interpretation of the results of a multiple-baselines design can arise when
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In a multiple-baseline design, the target behavior should change
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Q:
Which of the following is not a source of bias in case studies?
A. testing clinical innovations
B. socially desirable responses in a client's report of his or her behaviors
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Q:
The major difficulty with the case study method as a basis for drawing cause-and-effect conclusions is that
A. coding of the results cannot be done reliably and validly.
B. the simultaneous use of several treatments and failure to control extraneous variables prevent causal inference.
C. excessive constraints on the external validity of the case study prevent causal inference.
D. biases of the researcher must dominate the interpretation of the results.
Q:
Case studies have been used successfully to study individuals with brain disorders and individuals with exceptional memory abilities. These studies illustrate the use of the case study method to
A. apply the nomothetic approach.
B. test a clinical innovation.
C. provide conclusive evidence for a particular theory.
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Q:
Suppose the following data were observed for an individual who sought treatment for kleptomania. Using a single-case experiment, the psychologist used "covert sensitization" to treat the stealing behavior across a number of different situations (e.g., stealing at the grocery store, drug store, discount store). Covert sensitization was applied systematically to each situation. The psychologist concluded that the treatment was very effective for reducing kleptomania.
As shown in the following graphs, an initial baseline period was conducted for each of three situations. The session in which covert sensitization was implemented is indicated with each situation (session 3, 6, or 9). The dependent variable is the number of shoplifted items.
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Q:
(p. 292-294, 297) Identify a methodological problem specific to the ABAB design and a methodological problem specific to the multiple-baseline designs.
Q:
(p. 290, 297-299) Describe an advantage and a disadvantage of single-case experimental designs relative to multiple-groups designs.
Q:
When each level of one independent variable is combined with each level of a second independent variable, the combination of these two variables is called
A. a complete design.
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C. an interaction effect.
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Q:
(p. 244-245, 247) A researcher examined whether interrogators who expect a suspect to be guilty, rather than innocent, use more persuasive interrogation techniques. The researcher created a laboratory situation in which students were randomly assigned to actually commit a crime or not commit a crime by following a set of instructions given to them. This is referred to as "Suspect Status." Before student interrogators interviewed a suspect, they were randomly assigned to conditions that led them to believe the suspect was guilty or innocent of the crime. This is referred to as "Interrogator Expectation." Independent observers rated the effort used by interrogators to obtain a confession using a 1-10 rating scale (higher scores indicate greater effort). Suppose the researcher observed the following means for each group:
Q:
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Q:
A researcher conducts a study to determine if the variable of test anxiety influences performance on two types of GRE tests, the verbal and quantitative tests. He uses a questionnaire to assess individuals' test anxiety and classifies participants as high test anxious (n = 40) or low test anxious (n = 40). He is also interested in knowing whether high or low test-anxious individuals' performance is different for the computerized version of the two tests compared to the paper-and-pencil version of the tests. Within each anxiety group, he randomly assigns participants to either the computer version or the paper version of the GRE tests. Participants then complete both the verbal and quantitative tests of the GRE in the test version they've been assigned (computer or paper). Thus, each participant has two scores, a Verbal score and a Quantitative score.
Assume the following results were observed for the mean Verbal scores (we'll ignore Quantitative scores):
Based on these findings, the researcher claims that Test Version, computer vs. paper, does not affect individuals' average performance. What information is the researcher using to make this claim? Is this claim justified?
Q:
When an independent variable such as task difficulty has been shown to interact with a second independent variable such as age, the generality (i.e., ability to generalize the findings) of the effect of the task difficulty variable is
A. complete.
B. unaffected.
C. limited.
D. increased.