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    Chapter Review Questions

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    Miroslav Nheyha
    This document contains review questions and exercises about experimental design concepts covered in Chapter 7, including: - The commonalities and differences between independent groups designs, matched groups designs, and nonequivalent groups designs. - Examples of specific studies that illustrate concepts like placebo/waiting list control groups, multilevel designs, and matched groups designs. - Exercises that require identifying variables, experimental designs, and appropriate graphs for outcomes of hypothetical studies.

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    Chapter Review Questions

    Uploaded by

    Miroslav Nheyha
    213 views4 pages
    This document contains review questions and exercises about experimental design concepts covered in Chapter 7, including: - The commonalities and differences between independent groups designs, matched groups designs, and nonequivalent groups designs. - Examples of specific studies that illustrate concepts like placebo/waiting list control groups, multilevel designs, and matched groups designs. - Exercises that require identifying variables, experimental designs, and appropriate graphs for outcomes of hypothetical studies.

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    This document contains review questions and exercises about experimental design concepts covered in Chapter 7, including: - The commonalities and differences between independent groups designs, matched groups designs, and nonequivalent groups designs. - Examples of specific studies that illustrate concepts like placebo/waiting list control groups, multilevel designs, and matched groups designs. - Exercises that require identifying variables, experimental designs, and appropriate graphs for outcomes of hypothetical studies.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    213 views4 pages

    Chapter Review Questions

    Uploaded by

    Miroslav Nheyha
    This document contains review questions and exercises about experimental design concepts covered in Chapter 7, including: - The commonalities and differences between independent groups designs, matched groups designs, and nonequivalent groups designs. - Examples of specific studies that illustrate concepts like placebo/waiting list control groups, multilevel designs, and matched groups designs. - Exercises that require identifying variables, experimental designs, and appropriate graphs for outcomes of hypothetical studies.

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    Attribution Non-Commercial (BY-NC)
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    Download as doc, pdf, or txt
    of 4

    Chapter Review Questions

    1. Consider independent groups designs, matched groups designs, and nonequivalen groups designs. What do they all have in common and how do they differ? 2. In the Research Example that compared sleep-deprived persons with those not so deprived, why was a matched groups design used, instead of an independent groups design, and what was the matching variable? 3. Describe the Stroop effect, the experimental design used by Stroop, and his method for controlling sequence effects. 4. Describe the two varieties of two-sample t tests and, with reference to the four designs in the first part of the chapter (single factortwo levels), explain when each type of test is used. 5. Use the hypothetical caffeine and reaction time study to illustrate how multilevel designs can produce nonlinear effects. 6. Use the Bransford and Johnson experiment on the effects of context on memory to illustrate how a design with more than two levels of an independent variable can test multiple hypotheses and serve the purpose of falsification. 7. Describe when it is best to use a line graph, and when to use a bar graph. Explain why a line graph would be inappropriate in a study comparing the reaction times of males and females. 8. For an independent groups study with one independent variable and three levels, what is the proper inferential statistical analysis, and why is this approach better than doing multiple t tests? How does post hoc testing come into play? 9. Use the example of the effects of alcohol on reaction time to explain the usefulness of a placebo control group. 10. Use the subliminal CDs study to illustrate the usefulness of a waiting list control group. 11. Use the study of the effectiveness of EMDR therapy to explain how a yoked control group works.

    Applications Exercises
    Exercise 7.1 Identifying Variables
    As a review, look back at each of the Research Examples in this chapter and identify (a) the independent variable, (b) the levels of the independent variable, and (c) the dependent variable.

    Applications Exercises 277


    1. 2. 3. 4. Research Example 8Independent Groups Research Example 9Matched Groups Research Example 10Nonequivalent Groups Research Example 11Repeated Measures

    5. 6. 7. Groups 8.

    Research Example 12Multilevel Independent Groups Research Example 13Multilevel Repeated Measures Research Example 14Using Both Placebo and Waiting List Control Research Example 15A Yoked Control Group

    Exercise 7.2 Identifying Designs


    For each of the following descriptions of studies, identify the independent and dependent variables involved and the nature of the independent variable (between-subjects or within-subjects; manipulated or subject variable), name the experimental design being used, and identify the measurement scale (nominal, ordinal, interval, or ratio) for the dependent variable(s). 1. In a study of how bulimia affects the perception of body size, a group of bulimic women and a group of same-age nonbulimic women are asked to examine a precisely graded series of 10 drawings of women of different sizes and to indicate which size best matches the way they think they look. 2. College students in a cognitive mapping study are asked to use a direction finder to point accurately to three unseen locations that differ in distance from the laboratory. One is a nearby campus location, one is a nearby city, and the third is a distant city. 3. Three groups of preschoolers (50 per group, assigned randomly) are in a study of task perseverance in which the size of the delay of reward is varied. The children in all three groups are given a difficult puzzle and told to work on it as long as they would like. One group is told that as payment they will be given $5 at the end of the session. The second group will get the $5 after two days from the end of the session, and the third will get the money after four days. 4. To examine whether crowding affects problem-solving performance, participants are placed in either a large or a small room while attempting to solve a set of word puzzles. Before assigning participants to the two conditions, the researcher takes a measure of their verbal intelligence to ensure that the average verbal IQ of the groups is equivalent. 5. In a study of first impressions, students examine three consecutive photos of a young woman whose arms are covered with varying amounts of tattoos. In one photo, the woman has no tattoos; in the second photo she has one tattoo on each arm; in the third photo, she has three tattoos per arm. From a checklist, students indicate which of five different majors the students is likely to be enrolled in and rate the young woman on 10 different 7-point bipolar scales (e.g., one scale has emotionally insecure at one end and emotionally secure at the other end). 6. In an attempt to identify the personality characteristics of cell phone users, three groups of college students are identifiedthose who do not have a cell phone; those who own a cell phone, but report using less than 2 hours per week; and those who own a cell phone and report using it more than 10 hours per week. They are given a personality test that identifies whether they have an outgoing or a shy personality.

    7. A researcher studies a group of 20 men, each with the same type of brain injury. They are divided into two groups in such a way that their ages and educational levels are kept constant. All are given anagram problems to solve; one group is given two minutes to solve each anagram and the second group is given four minutes per anagram. 8. To determine if maze learning is affected by the type of maze used, 20 rats are randomly assigned to learn a standard alley maze (i.e., includes side walls; located on the lab floor); another 20 learn an elevated maze (no side walls; raised above floor level). Learning is assumed to occur when the rats run through the maze without making any wrong turns.

    Exercise 7.3 Outcomes


    For each of the following studies, decide whether to illustrate the described outcomes with a line graph or a bar graph; then create graphs that accurately portray the outcomes. 1. In a study of the effects of marijuana on immediate memory for a 30-item word list, participants are randomly assigned to an experimental group, a placebo control group, or a straight control group. Outcome A. Marijuana impairs recall, while expectations about marijuana have no effect on recall. Outcome B. Marijuana impairs recall, but expectations about marijuana also reduce recall performance. Outcome C. The apparently adverse affect of marijuana on recall can be attributed entirely to placebo effects. 2. A researcher uses a reliable and valid test to assess the autonomy levels of three groups of first-year female college students after they have been in college for two months. Someone with a high level of autonomy has the ability to function well without help from others, that is, to be independent. Tests scores range from 050, with higher scores indicating greater autonomy. One group (R300) is made up of resident students whose homes are 300 miles or more from campus; the second group includes resident students whose homes are less than 100 miles from campus (R100); the third group includes commuter students (C). Outcome A. Commuter students are more autonomous than resident students. Outcome B. The farther ones home is from the campus, the more autonomous that person is likely to be. Outcome C. Commuters and R300 students are both very autonomous, while R100 students are not. 3. Animals learn a maze and, in the process of so doing, errors (i.e., wrong turns) are recorded. When they reach the goal box on each trial, they are rewarded with food. For one group of rats, the food is delivered immediately after they reach the goal (0 delay). For a second group, the food appears 5 seconds after they reach the goal (5-second delay). Outcome A. Reinforcement delay hinders learning. Outcome B. Reinforcement delay has no effect on learning. 4. Basketball players shoot three sets of 20 foul shots under three different levels of arousallow, moderate, and high. Under low arousal, every missed

    free throw means they have to run a lap around the court (i.e., it is a minimal penalty, not likely to cause arousal). Moderate arousal means two laps per miss and high arousal means four laps per miss (i.e., enough of a penalty to create high arousal, perhaps in the form of anxiety). It is a repeated-measures design; assume proper counterbalancing. Outcome A. There is a linear relationship between arousal and performance; as arousal increases, performance declines. Outcome B. There is a nonlinear relationship between arousal and performance; performance is good only for moderate arousal.

    Answers to Self Tests:


    7.1. 1. Single-factor, two-level independent groups design. 2. Single-factor, two-level repeated measures design. 3. A t test for independent samples. 7.2. 1. Find a nonlinear effect. 2. The IV is a discrete variable, with no intermediate points that would allow for extrapolation in a line graph. 3. Single-factor, multilevel repeated-measures design. 7.3. 1. Instead of .32 sec, the RT for the experimental group would be .22 sec (same as placebo group). 2. It raises questions about the validity of the new therapy being proposed. Those making claims about therapy are obligated to show that it works (i.e., produces results significantly better than a control group).

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