1. A design that compares different groups of scores obtained from separate groups of participants is a ____ design.
a. single-subjects
b. betweensubjects
c. within-subject
d. matched groups
ANSWER:
b
DIFFICULTY: Moderate
REFERENCES 8.1 Introduction to Between-Subjects Experiments
:
LEARNING O GRAV.METH.16.08.01 - Describe the defining characteristics that differentiate a
BJECTIVES: between-subjects design and a within-subjects design, and identify these designs
when they appear in the literature.
KEYWORDS: Bloom’s: Understand
2. An experiment that uses a different group of participants for each treatment condition is called a ____ design.
a. single-subjects
b. betweensubjects
c. within-subject
d. matched groups
ANSWER:
b
DIFFICULTY: Moderate
REFERENCES 8.1 Introduction to Between-Subjects Experiments
:
LEARNING O GRAV.METH.16.08.01 - Describe the defining characteristics that differentiate a
BJECTIVES: between-subjects design and a within-subjects design, and identify these designs
when they appear in the literature.
KEYWORDS: Bloom’s: Understand
3. A between-subjects design differs from a within-subjects design in that in a between-subjects design, ____.
a. only one group of participants is used
b. only variables “between” the participants are examined
c. there is a different group of participants for each treatment conditions
d. each participant is exposed to each level of the independent variable
ANSWER:
c
DIFFICULTY: Difficult
REFERENCES 8.1 Introduction to Between-Subjects Experiments
:
LEARNING O GRAV.METH.16.08.01 - Describe the defining characteristics that differentiate a
BJECTIVES: between-subjects design and a within-subjects design, and identify these designs
when they appear in the literature.
KEYWORDS: Bloom’s: Analysis
4. In an experiment examining the effects of size of plate on amount of food eaten, one group of participants is measured
after eating food on 12 inch plates. A week later, the same group of participants is measured after eating food on 10 inch
plates. This is an example of a ____ design.
a. single-subjects
b. betweensubjects
c. within-subjects
d. matched groups
ANSWER:
c
DIFFICULTY: Moderate
REFERENCES 8.1 Introduction to Between-Subjects Experiments
:
LEARNING O GRAV.METH.16.08.01 - Describe the defining characteristics that differentiate a
BJECTIVES: between-subjects design and a within-subjects design, and identify these designs
when they appear in the literature.
KEYWORDS: Bloom’s: Apply
5. In an experiment examining the effects of size of plate on amount of food eaten, one group of participants is measured
after eating food on 12-inch plates. Another group of participants is measured after eating food on 10-inch plates. This is
an example of a ____ design.
a. single-subjects
b. betweensubjects
c. within-subjects
d. matched groups
ANSWER:
b
DIFFICULTY: Moderate
REFERENCES 8.1 Introduction to Between-Subjects Experiments
:
LEARNING O GRAV.METH.16.08.01 - Describe the defining characteristics that differentiate a
BJECTIVES: between-subjects design and a within-subjects design, and identify these designs
when they appear in the literature.
KEYWORDS: Bloom’s: Apply
6. Which statement best characterizes a between-subjects experimental design?
a. Participants are randomly selected from two different populations.
b. Each participant is assigned to one condition of the experiment.
c. Each participant is assigned to every condition of the experiment.
d. Participants are assigned to a random number of conditions.
ANSWER:
b
DIFFICULTY: Difficult
REFERENCES 8.1 Introduction to Between-Subjects Experiments
:
LEARNING O GRAV.METH.16.08.01 - Describe the defining characteristics that differentiate a
BJECTIVES: between-subjects design and a within-subjects design, and identify these designs
when they appear in the literature.
KEYWORDS: Bloom’s: Analysis
7. In a between-subjects design, ____.
a. only one score is obtained for each participant
b. at least two scores are obtained for each participant
c. one score is
d. obtained for each treatment condition for each
participant
e. each score represents multiple participants
ANSWER:
a
DIFFICULTY: Difficult
REFERENCES 8.1 Introduction to Between-Subjects Experiments
:
LEARNING O GRAV.METH.16.08.01 - Describe the defining characteristics that differentiate a
BJECTIVES: between-subjects design and a within-subjects design, and identify these designs
when they appear in the literature.
KEYWORDS: Bloom’s: Understand
8. A between-subjects experiment comparing four treatment conditions produces 20 scores in each treatment condition.
How many scores were obtained for each participant?
a. 1
b. 4
c. 20
d. 80
ANSWER:
a
DIFFICULTY: Difficult
REFERENCES 8.1 Introduction to Between-Subjects Experiments8.1 Introduction to Between:
Subjects Experiments
LEARNING O GRAV.METH.16.08.01 - Describe the defining characteristics that differentiate a
BJECTIVES: between-subjects design and a within-subjects design, and identify these designs
when they appear in the literature.
KEYWORDS: Bloom’s: Apply
9. A between-subjects experiment comparing four treatment conditions produces 20 scores in each treatment condition.
How many individuals participated in the entire experiment?
a. 1
b. 4
c. 20
d. 80
ANSWER:
d
DIFFICULTY: Difficult
REFERENCES: 8.1 Introduction to Between-Subjects Experiments
LEARNING OB GRAV.METH.16.08.02 - Explain the general advantages and disadvantages of
JECTIVES:
between-subjects design compared to within-subjects design.
KEYWORDS: Bloom’s: Apply
10. If a between-subjects experiment produces 50 scores in treatment 1 and 50 scores in treatment 2, then the experiment
must have employed ____.
a. 25 participants
b. 50 participants
c. 100
participants
d. 200
participants
ANSWER:
c
DIFFICULTY: Difficult
REFERENCES: 8.1 Introduction to Between-Subjects Experiments
LEARNING OB GRAV.METH.16.08.02 - Explain the general advantages and disadvantages of
JECTIVES:
between-subjects design compared to within-subjects design.
KEYWORDS: Bloom’s: Apply
11. An advantage of a between-subject design is that ____.
a. scores are influenced by practice effects
b. scores are influenced by fatigue
c. each score is independent of all the other scores
d. they require large numbers of participants
ANSWER:
c
DIFFICULTY: Difficult
REFERENCES: 8.1 Introduction to Between-Subjects Experiments
LEARNING OB GRAV.METH.16.08.02 - Explain the general advantages and disadvantages of
JECTIVES:
between-subjects design compared to within-subjects design.
KEYWORDS: Bloom’s: Analysis
12. Compared to within-subjects designs, between-subjects designs require relatively ____.
a. larger numbers of participants
b. smaller numbers of participants
c. less control of individual difference
d. more concern for practice effects
ANSWER:
a
DIFFICULTY: Moderate
REFERENCES: 8.1 Introduction to Between-Subjects Experiments
LEARNING OB GRAV.METH.16.08.02 - Explain the general advantages and disadvantages of
JECTIVES:
between-subjects design compared to within-subjects design.
KEYWORDS: Bloom’s: Anaysis
13. In a between-subjects experiment, when the process of assigning participants to the treatment conditions produces
groups with different characteristics, the ____of the study is threatened.
a. internal validity
b. external validity
c. reliability
d. accuracy
ANSWER:
a
DIFFICULTY: Difficult
REFERENCES 8.2 Individual Differences as Confounding Variables
:
LEARNING O GRAV.METH.16.08.03 - Define individual differences and explain how
BJECTIVES: assignment bias and confounding from environmental variables can threaten the
internal validity of a between-subjects design.
KEYWORDS: Bloom’s: Analysis
14. When ____ occurs in a between-subjects experiment, it is impossible to determine whether differences between
groups are caused by the treatments or by participant characteristics.
a. fatigue
b. practice
c. assignment bias
d. resentful
demoralization
ANSWER:
c
DIFFICULTY: Difficult
REFERENCES 8.2 Individual Differences as Confounding Variables
:
LEARNING O GRAV.METH.16.08.03 - Define individual differences and explain how
BJECTIVES: assignment bias and confounding from environmental variables can threaten the
internal validity of a between-subjects design.
KEYWORDS: Bloom’s: Analysis
15. In a between-subjects design, the separate groups must be as ____.
a. similar in participant characteristics as possible
b. different in all environmental variables as possible
c. similar in treatment conditions as possible
d. similar on the dependent variable measures as
possible.
ANSWER:
a
DIFFICULTY: Difficult
REFERENCES 8.2 Individual Differences as Confounding Variables
:
LEARNING O GRAV.METH.16.08.03 - Define individual differences and explain how
BJECTIVES: assignment bias and confounding from environmental variables can threaten the
internal validity of a between-subjects design.
KEYWORDS: Bloom’s: Analysis
16. Why is random assignment used in between-subjects experimental designs?
a. to hold participant characteristics constant
b. to ensure a nonbiased sample
c. to ensure anonymity of the research participants
d. to eliminate systematic differences between the groups
ANSWER:
d
DIFFICULTY: Difficult
REFERENCES 8.3 Limiting Confounding by Individual Differences
:
LEARNING O GRAV.METH.16.08.04 - Identify the three primary techniques for limiting
BJECTIVES: confounding by individual differences in between-subjects experiments (random
assignment, matched assignment, and holding variables constant) and explain
how each one works.
KEYWORDS: Bloom’s: Analysis
17. Because random assignment is likely to create groups of different sizes, researchers often employ ____.
a. restricted random
assignment
b. matched random assignment
c. simple random assignment
d. sampling
ANSWER:
a
DIFFICULTY: Difficult
REFERENCES 8.3 Limiting Confounding by Individual Differences
:
LEARNING O GRAV.METH.16.08.04 - Identify the three primary techniques for limiting
BJECTIVES: confounding by individual differences in between-subjects experiments (random
assignment, matched assignment, and holding variables constant) and explain
how each one works.
KEYWORDS: Bloom’s: Understand
18. An advantage of holding a variable constant rather than using random assignment to form your groups is that holding
a variable constant ____.
a. reduces error due to participant differences
b. is easier than randomization
c. prevents confounding
d. ensures a nonbiased sample
ANSWER:
c
DIFFICULTY: Difficult
REFERENCES 8.3 Limiting Confounding by Individual Differences
:
LEARNING O GRAV.METH.16.08.04 - Identify the three primary techniques for limiting
BJECTIVES: confounding by individual differences in between-subjects experiments (random
assignment, matched assignment, and holding variables constant) and explain
how each one works.
KEYWORDS: Bloom’s: Analysis
19. Which approach is most effective in preventing confounding by participant characteristics?
a. matching the characteristics across treatments
b. randomizing the variable across treatment
c. including a no-treatment control group
d. having a placebo control group
ANSWER:
b
DIFFICULTY: Difficult
REFERENCES 8.3 Limiting Confounding by Individual Differences
:
LEARNING O GRAV.METH.16.08.04 - Identify the three primary techniques for limiting
BJECTIVES: confounding by individual differences in between-subjects experiments (random
assignment, matched assignment, and holding variables constant) and explain
how each one works.
KEYWORDS: Bloom’s: Analysis
20. A limitation of using matching rather than random assignment to form groups in a between-subjects experiment is that
matching ____.
a. requires another level of work
b. increases error due to participant differences
c. requires at least twice as many participants
d. increases the need for control groups
ANSWER:
a
DIFFICULTY: Difficult
REFERENCES 8.3 Limiting Confounding by Individual Differences
:
LEARNING O GRAV.METH.16.08.04 - Identify the three primary techniques for limiting
BJECTIVES: confounding by individual differences in between-subjects experiments (random
assignment, matched assignment, and holding variables constant) and explain
how each one works.
KEYWORDS: Bloom’s: Analysis
21. Holding a participant characteristic (such as age or gender) constant strengthens ____ and
weakens ____.
a. internal validity; external
validity
b. external validity; internal
validity
c. reliability; validity
d. accuracy; reliability
ANSWER:
a
DIFFICULTY: Difficult
REFERENCES 8.3 Limiting Confounding by Individual Differences
:
LEARNING O GRAV.METH.16.08.04 - Identify the three primary techniques for limiting
BJECTIVES: confounding by individual differences in between-subjects experiments (random
assignment, matched assignment, and holding variables constant) and explain
how each one works.
KEYWORDS: Bloom’s: Analysis
22. Holding a variable constant prevents a participant characteristic from becoming a confound by ____.
a. eliminating variability in that characteristic
b. reducing error
c. ensuring a nonbiased sample
d. increasing the differences between the groups
ANSWER:
a
DIFFICULTY: Difficult
REFERENCES 8.3 Limiting Confounding by Individual Differences
:
LEARNING O GRAV.METH.16.08.04 - Identify the three primary techniques for limiting
BJECTIVES: confounding by individual differences in between-subjects experiments (random
assignment, matched assignment, and holding variables constant) and explain
how each one works.
KEYWORDS: Bloom’s: Analysis
23. In a between-subjects design, individual differences (participant variables) are a problem because they can ____.
a. become confounding variables
b. decrease variability of the scores
c. preclude the use of statistical
analyses
d. produce fatigue effects
ANSWER:
a
DIFFICULTY: Difficult
REFERENCES 8.4 Individual Differences and Variability
:
LEARNING O GRAV.METH.16.08.05 - Describe how individual differences influence
BJECTIVES: variability, both between-treatment differences and within-treatments variance,
and explain how variance within treatments can influence the interpretation of
research results.
KEYWORDS: Bloom’s: Understand
24. In a between-subjects design, large individual differences can produce ____.
a. large between-treatment differences, making it easier to see real treatment effects
b. small within-treatment variance, making it easier to see real treatment effects
c. large within-treatment variance, making it difficult to see real treatment effects
d. small between-treatment difference, making it difficult to see real treatment effects
ANSWER:
c
DIFFICULTY: Difficult
REFERENCES 8.4 Individual Differences and Variability
:
LEARNING O GRAV.METH.16.08.05 - Describe how individual differences influence
BJECTIVES: variability, both between-treatment differences and within-treatments variance,
and explain how variance within treatments can influence the interpretation of
research results.
KEYWORDS: Bloom’s: Analysis
25. Researchers typically try to ____.
a. increase the differences between treatments and decrease the variance within
treatments
b. decrease the differences between treatments and increase the variance within
treatments
c. increase the differences between treatments and increase the variance within
treatments
d. decrease the differences between treatments and decrease the variance within
treatments
ANSWER:
a
DIFFICULTY: Difficult
REFERENCES 8.4 Individual Differences and Variability
:
LEARNING O GRAV.METH.16.08.05 - Describe how individual differences influence
BJECTIVES: variability, both between-treatment differences and within-treatments variance,
and explain how variance within treatments can influence the interpretation of
research results.
KEYWORDS: Bloom’s: Analysis
26. Increasing variance within groups ____ the likelihood of finding a difference between the treatment conditions.
a. increases
b. decreases
c. does not affect
d. increase, then
decreases
ANSWER:
b
DIFFICULTY: Difficult
REFERENCES 8.4 Individual Differences and Variability
:
LEARNING O GRAV.METH.16.08.05 - Describe how individual differences influence
BJECTIVES: variability, both between-treatment differences and within-treatments variance,
and explain how variance within treatments can influence the interpretation of
research results.
KEYWORDS: Bloom’s: Analysis
27. Standardizing procedures, standardizing treatment settings, and limiting individual differences all have the effect of
____.
a. reducing variance between treatments
b. increasing variance within treatments
c. increasing variance between
treatments
d. reducing variance within treatments
ANSWER:
d
DIFFICULTY: Difficult
REFERENCES 8.4 Individual Differences and Variability
:
LEARNING O GRAV.METH.16.08.06 - Identify the options for reducing or controlling the
BJECTIVES: variance within treatment condition and explain how each option works.
KEYWORDS: Bloom’s: Understand
28. In a between-subjects design, holding constant a participant characteristic, such as age or gender, is one way to ____.
a. reduce the variance within treatments
b. maximize the variance within
treatments
c. increase individual differences.
d. increase sample size
ANSWER:
a
DIFFICULTY: Moderate
REFERENCES 8.4 Individual Differences and Variability
:
LEARNING O GRAV.METH.16.08.06 - Identify the options for reducing or controlling the
BJECTIVES: variance within treatment condition and explain how each option works.
KEYWORDS: Bloom’s: Understand
29. Limiting individual differences is a way to ____.
a. standardize procedures
b. standardize treatment settings
c. reduce the variance within treatments
d. maximize the variance within
treatments
ANSWER:
c
DIFFICULTY: Moderate
REFERENCES 8.4 Individual Differences and Variability
:
LEARNING O GRAV.METH.16.08.06 - Identify the options for reducing or controlling the
BJECTIVES: variance within treatment condition and explain how each option works.
KEYWORDS: Bloom’s: Understand
30. Which has the effect of reducing variance?
a. random assignment
b. matched assignment
c. holding variables
constant
d. random selection
ANSWER:
c
DIFFICULTY: Difficult
REFERENCES 8.4 Individual Differences and Variability
:
LEARNING O GRAV.METH.16.08.06 - Identify the options for reducing or controlling the
BJECTIVES: variance within treatment condition and explain how each option works.
KEYWORDS: Bloom’s: Analysis
31. Compensatory equalization occurs when ____.
a. an untreated group learns of the treatment received by another group and then works
extra hard to show that they can perform just as well as individuals receiving the
treatment
b.an untreated group learns of the treatment received by another group and then
demands the same treatment
c. an untreated group learns of the treatment received by another group and then becomes
less motivated
d.participants withdraw from a research study before it is completed
ANSWER:
b
DIFFICULTY: Moderate
REFERENCES 8.5 Other Threats to Internal Validity of Between-Subjects Designs
:
LEARNING O GRAV.METH.16.08.07 - Describe how differential attrition and communication
BJECTIVES: between participants can threaten the internal validity of between-subjects
designs and identify these problems when they appear in a research study.
KEYWORDS: Bloom’s: Understand
32. What is one risk in a study, whether or not participants in different groups are able to communicate with each other?
a. resentful demoralization
b. compensatory
equalization
c. diffusion
d. differential attrition
ANSWER:
DIFFICULTY:
REFERENCES
:
LEARNING O
BJECTIVES:
d
Moderate
8.5 Other Threats to Internal Validity of Between-Subjects Designs
GRAV.METH.16.08.07 - Describe how differential attrition and communication
between participants can threaten the internal validity of between-subjects
designs and identify these problems when they appear in a research study.
KEYWORDS: Bloom’s: Analyze
33. Differential attrition refers to ____.
a. differences in one group of participants from another group
b. differences in the number of withdrawals among experimental groups
c. the spreading of treatment effects from the experimental to the control group
d. the demands of the untreated group to receive equal treatment
ANSWER:
b
DIFFICULTY: Easy
REFERENCES 8.5 Other Threats to Internal Validity of Between-Subjects Designs
:
LEARNING O GRAV.METH.16.08.07 - Describe how differential attrition and communication
BJECTIVES: between participants can threaten the internal validity of between-subjects
designs and identify these problems when they appear in a research study.
KEYWORDS: Bloom’s: Understand
34. The single-factor two-group design includes ____.
a. only two levels of one independent
variable
b. a treatment and a control group
c. two dependent variables
d. multiple treatment and control groups
ANSWER:
a
DIFFICULTY: Moderate
REFERENCES 8.6 Applications and Statistical Analyses of Between-Subjects Designs
:
LEARNING O GRAV.METH.16.08.08 - Describe how between-subjects designs are used to
BJECTIVES: compare means and proportions for two or more groups, identify the statistical
techniques that are appropriate for each application, and explain each design’s
strengths and weaknesses.
KEYWORDS: Bloom’s: Understand
35. What is the most common statistical analysis for a single-factor two-group design?
a. ANOVA
b. independent-measures t test
c. repeated-measures t test
d. regression
ANSWER:
b
DIFFICULTY: Moderate
REFERENCES 8.6 Applications and Statistical Analyses of Between-Subjects Designs
:
LEARNING O GRAV.METH.16.08.08 - Describe how between-subjects designs are used to
BJECTIVES: compare means and proportions for two or more groups, identify the statistical
techniques that are appropriate for each application, and explain each design’s
strengths and weaknesses.
KEYWORDS: Bloom’s: Understand
36. What is the most common statistical analysis for a single-factor multiple-group design?
a. ANOVA
b. independent-measures t test
c. repeated-measures t test
d. regression
ANSWER:
a
DIFFICULTY: Moderate
REFERENCES 8.6 Applications and Statistical Analyses of Between-Subjects Designs
:
LEARNING O GRAV.METH.16.08.08 - Describe how between-subjects designs are used to
BJECTIVES: compare means and proportions for two or more groups, identify the statistical
techniques that are appropriate for each application, and explain each design’s
strengths and weaknesses.
KEYWORDS: Bloom’s: Understand
37. When comparing means in a two-group design, which statistical analysis is most appropriate?
a. independent-measures t test
b. repeated-measures t test
c. single-factor analysis of variance
d. chi-square test for independence
ANSWER:
a
DIFFICULTY: Moderate
REFERENCES 8.6 Applications and Statistical Analyses of Between-Subjects Designs
:
LEARNING O GRAV.METH.16.08.08 - Describe how between-subjects designs are used to
BJECTIVES: compare means and proportions for two or more groups, identify the statistical
techniques that are appropriate for each application, and explain each design’s
strengths and weaknesses.
KEYWORDS: Bloom’s: Understand
38. The primary limitation of a two-group design is that it ____.
a. is extremely difficult to interpret
b. decreases the chances of demonstrating a significant mean difference
c. tends to reduce the differences between the groups
d. may not provide a complete picture of the relationship between the
variables
ANSWER:
d
DIFFICULTY: Moderate
REFERENCES 8.6 Applications and Statistical Analyses of Between-Subjects Designs
:
LEARNING O GRAV.METH.16.08.08 - Describe how between-subjects designs are used to
BJECTIVES: compare means and proportions for two or more groups, identify the statistical
techniques that are appropriate for each application, and explain each design’s
strengths and weaknesses.
KEYWORDS: Bloom’s: Understand
39. When comparing means in a single-factor multiple group design, which statistical analysis is most appropriate?
a. independent-measures t test
b. repeated-measures t test
c. single-factor analysis of variance
d. chi-square test for independence
ANSWER:
c
DIFFICULTY: Moderate
REFERENCES 8.6 Applications and Statistical Analyses of Between-Subjects Designs
:
LEARNING O GRAV.METH.16.08.08 - Describe how between-subjects designs are used to
BJECTIVES: compare means and proportions for two or more groups, identify the statistical
techniques that are appropriate for each application, and explain each design’s
strengths and weaknesses.
KEYWORDS: Bloom’s: Understand
40. A limitation of a single-factor multiple group design is that the ____.
a. mean differences between the groups become smaller as more groups are used
b. interpretation is too simplistic
c. chances of demonstrating a significant mean difference are increased
d. complete picture of the relationship between the variables cannot be seen
ANSWER:
a
DIFFICULTY: Moderate
REFERENCES 8.6 Applications and Statistical Analyses of Between-Subjects Designs
:
LEARNING O GRAV.METH.16.08.08 - Describe how between-subjects designs are used to
BJECTIVES: compare means and proportions for two or more groups, identify the statistical
techniques that are appropriate for each application, and explain each design’s
strengths and weaknesses.
KEYWORDS: Bloom’s: Understand
41. A between-subjects experiment comparing three treatments requires three separate groups of participants.
a. True
b. Fals
e
ANSWER:
True
DIFFICULTY: Moderate
REFERENCES 8.1 Introduction to Between-Subjects Experiments
:
LEARNING O GRAV.METH.16.08.01 - Describe the defining characteristics that differentiate a
BJECTIVES: between-subjects design and a within-subjects design, and identify these designs
when they appear in the literature.
KEYWORDS: Bloom’s: Understand
42. One characteristic of a between-subjects design is that the data consist of exactly one score for each participant.
a. True
b. Fals
e
ANSWER:
DIFFICULTY:
REFERENCES
:
LEARNING O
BJECTIVES:
True
Moderate
8.1 Introduction to Between-Subjects Experiments
GRAV.METH.16.08.01 - Describe the defining characteristics that differentiate a
between-subjects design and a within-subjects design, and identify these designs
when they appear in the literature.
KEYWORDS: Bloom’s: Understand
43. A between-subjects experiment with 25 scores in treatment I and 25 scores in treatment II must have a total of 25
participants in the experiment.
a. True
b. Fals
e
ANSWER:
False
DIFFICULTY: Moderate
REFERENCES 8.1 Introduction to Between-Subjects Experiments
:
LEARNING O GRAV.METH.16.08.01 - Describe the defining characteristics that differentiate a
BJECTIVES: between-subjects design and a within-subjects design, and identify these designs
when they appear in the literature.
KEYWORDS: Bloom’s: Understand
44. One advantage of a between-subjects design is that each score is completely independent of the other scores in the
data.
a. True
b. Fals
e
ANSWER:
True
DIFFICULTY: Moderate
REFERENCES: 8.1 Introduction to Between-Subjects Experiments
LEARNING OB GRAV.METH.16.08.02 - Explain the general advantages and disadvantages of
JECTIVES:
between-subjects design compared to within-subjects design.
KEYWORDS: Bloom’s: Understand
45. An advantage of between-subjects designs is that they require fewer participants than are typically needed for withinsubjects designs.
a. True
b. Fals
e
ANSWER:
False
DIFFICULTY: Difficult
REFERENCES: 8.1 Introduction to Between-Subjects Experiments
LEARNING OB GRAV.METH.16.08.02 - Explain the general advantages and disadvantages of
JECTIVES:
between-subjects design compared to within-subjects design.
KEYWORDS:
Bloom’s: Analysis
46. In a between-subjects experimental design, individual differences can become a confounding variable.
a. True
b. Fals
e
ANSWER:
True
DIFFICULTY: Moderate
REFERENCES 8.2 Individual Differences as Confounding Variables
:
LEARNING O GRAV.METH.16.08.03 - Define individual differences and explain how
BJECTIVES: assignment bias and confounding from environmental variables can threaten the
internal validity of a between-subjects design.
KEYWORDS: Bloom’s: Understand
47. In a between-subjects experiment, if the participants in one group are noticeably older than the participants in another
group, then participant age is a confounding variable and threatens the internal validity of the experiment.
a. True
b. Fals
e
ANSWER:
True
DIFFICULTY: Difficult
REFERENCES 8.2 Individual Differences as Confounding Variables
:
LEARNING O GRAV.METH.16.08.03 - Define individual differences and explain how
BJECTIVES: assignment bias and confounding from environmental variables can threaten the
internal validity of a between-subjects design.
KEYWORDS: Bloom’s: Apply
48. Assignment bias can threaten the internal validity of between-subjects experiments.
a. True
b. Fals
e
ANSWER:
True
DIFFICULTY: Moderate
REFERENCES 8.2 Individual Differences as Confounding Variables
:
LEARNING O GRAV.METH.16.08.03 - Define individual differences and explain how
BJECTIVES: assignment bias and confounding from environmental variables can threaten the
internal validity of a between-subjects design.
KEYWORDS: Bloom’s: Understand
49. Random assignment guarantees that participant characteristics do not become a confounding variable.
a. True
b. Fals
e
ANSWER:
False
DIFFICULTY: Difficult
REFERENCES 8.3 Limiting Confounding by Individual Differences
:
LEARNING O GRAV.METH.16.08.04 - Identify the three primary techniques for limiting
BJECTIVES: confounding by individual differences in between-subjects experiments (random
assignment, matched assignment, and holding variables constant) and explain
how each one works.
KEYWORDS: Bloom’s: Understand
50. In a between-subjects experiment, increasing the variance within treatments increases the likelihood of finding
significant differences between treatments.
a. True
b. Fals
e
ANSWER:
False
DIFFICULTY: Difficult
REFERENCES 8.4 Individual Differences and Variability
:
LEARNING O GRAV.METH.16.08.05 - Describe how individual differences influence
BJECTIVES: variability, both between-treatment differences and within-treatments variance,
and explain how variance within treatments can influence the interpretation of
research results.
KEYWORDS: Bloom’s: Understand
51. In a between-subjects experiment, one way to reduce the variance within treatments is to create more homogeneous
groups by holding constant a participant characteristic such as age or gender.
a. True
b. Fals
e
ANSWER:
True
DIFFICULTY: Difficult
REFERENCES 8.4 Individual Differences and Variability
:
LEARNING O GRAV.METH.16.08.05 - Describe how individual differences influence
BJECTIVES: variability, both between-treatment differences and within-treatments variance,
and explain how variance within treatments can influence the interpretation of
research results.
KEYWORDS: Bloom’s: Understand
52. For a between-subjects experiment, any factor that increases the variance within treatments also increases the
likelihood of finding a significant difference between treatments.
a. True
b. Fals
e
ANSWER:
False
DIFFICULTY: Difficult
REFERENCES 8.4 Individual Differences and Variability
:
LEARNING O GRAV.METH.16.08.05 - Describe how individual differences influence
BJECTIVES: variability, both between-treatment differences and within-treatments variance,
and explain how variance within treatments can influence the interpretation of
research results.
KEYWORDS: Bloom’s: Analysis
53. A disadvantage of holding a variable constant is that it limits an experiment’s external validity.
a. True
b. Fals
e
ANSWER:
True
DIFFICULTY: Moderate
REFERENCES 8.4 Individual Differences and Variability
:
LEARNING O GRAV.METH.16.08.06 - Identify the options for reducing or controlling the
BJECTIVES: variance within treatment condition and explain how each option works.
KEYWORDS: Bloom’s: Understand
54. Holding a variable constant guarantees that the variable cannot become a confounding variable.
a. True
b. Fals
e
ANSWER:
True
DIFFICULTY: Moderate
REFERENCES 8.4 Individual Differences and Variability
:
LEARNING O GRAV.METH.16.08.06 - Identify the options for reducing or controlling the
BJECTIVES: variance within treatment condition and explain how each option works.
KEYWORDS: Bloom’s: Understand
55. Matching a variable across treatment guarantees that the variable cannot become a confounding variable.
a. True
b. Fals
e
ANSWER:
True
DIFFICULTY: Moderate
REFERENCES 8.4 Individual Differences and Variability
:
LEARNING O GRAV.METH.16.08.06 - Identify the options for reducing or controlling the
BJECTIVES: variance within treatment condition and explain how each option works.
KEYWORDS: Bloom’s: Understand
56. Randomizing a variable across treatments guarantees that the variable cannot become a confounding variable.
a. True
b. Fals
e
ANSWER:
False
DIFFICULTY: Difficult
REFERENCES 8.4 Individual Differences and Variability
:
LEARNING O GRAV.METH.16.08.06 - Identify the options for reducing or controlling the
BJECTIVES: variance within treatment condition and explain how each option works.
KEYWORDS: Bloom’s: Understand
57. Holding a participant variable constant has the double advantage of (1) preventing the variable from becoming a
confounding variable, and (2) reducing variance within groups.
a. True
b. Fals
e
ANSWER:
True
DIFFICULTY: Difficult
REFERENCES 8.4 Individual Differences and Variability
:
LEARNING O GRAV.METH.16.08.06 - Identify the options for reducing or controlling the
BJECTIVES: variance within treatment condition and explain how each option works.
KEYWORDS: Bloom’s: Understand
58. Differential attrition can threaten the internal validity of a between-subjects experiment.
a. True
b. Fals
e
ANSWER:
True
DIFFICULTY: Moderate
REFERENCES 8.5 Other Threats to Internal Validity of Between-Subjects Designs
:
LEARNING O GRAV.METH.16.08.07 - Describe how differential attrition and communication
BJECTIVES: between participants can threaten the internal validity of between-subjects
designs and identify these problems when they appear in a research study.
KEYWORDS: Bloom’s: Understand
59. Validity is threatened in a between-subjects design when participants in one group have an opportunity to talk with
participants in the other.
a. True
b. Fals
e
ANSWER:
True
DIFFICULTY: Moderate
REFERENCES 8.5 Other Threats to Internal Validity of Between-Subjects Designs
:
LEARNING O GRAV.METH.16.08.07 - Describe how differential attrition and communication
BJECTIVES: between participants can threaten the internal validity of between-subjects
designs and identify these problems when they appear in a research study.
KEYWORDS: Bloom’s: Understand
60. In a between-subjects design, to compare proportions between groups, an independent-measures t test is appropriate.
a. True
b. Fals
e
ANSWER:
False
DIFFICULTY:
REFERENCES
:
LEARNING O
BJECTIVES:
Difficult
8.6 Applications and Statistical Analyses of Between-Subjects Designs
GRAV.METH.16.08.08 - Describe how between-subjects designs are used to
compare means and proportions for two or more groups, identify the statistical
techniques that are appropriate for each application, and explain each design’s
strengths and weaknesses.
KEYWORDS: Bloom’s: Understand
61. Describe the basic characteristics of a between-subjects experiment.
ANSWER:
In a between-subjects experiment different groups of individuals are compared. A
researcher manipulates the independent variable to create different treatment
conditions. Each participant is exposed to only one level of the independent
variable. A different group of participants is used for each level of the
independent variable.
DIFFICULTY: Easy
REFERENCES 8.1 Introduction to Between-Subjects Experiments
:
LEARNING O GRAV.METH.16.08.01 - Describe the defining characteristics that differentiate a
BJECTIVES: between-subjects design and a within-subjects design, and identify these designs
when they appear in the literature.
KEYWORDS: Bloom’s: Understand
62. Explain the benefit of independent scores in a between-subjects design.
ANSWER:
In a between-subjects design, each participant is measured only once which
means that each score is independent of the other scores. Thus, you can be
confident that the participant’s score is not influenced by factors such as previous
practice or fatigue or any lingering aftereffects from a previous treatment.
DIFFICULTY: Moderate
REFERENCES 8.1 Introduction to Between-Subjects Experiments
:
LEARNING O GRAV.METH.16.08.01 - Describe the defining characteristics that differentiate a
BJECTIVES: between-subjects design and a within-subjects design, and identify these designs
when they appear in the literature.
KEYWORDS: Bloom’s: Evaluate
63. Describe why the assignment of subjects to the conditions of an experiment in a between-subjects design is such a
critical issue.
ANSWER:
By assigning participants to conditions, a researcher can take steps to ensure that
the different groups are equivalent before any treatments are administered. If the
groups are equivalent before treatment but different after treatment, the researcher
can be reasonably confident that the treatments are responsible for causing the
differences.
DIFFICULTY: Moderate
REFERENCES 8.2 Individual Differences as Confounding Variables
:
LEARNING O GRAV.METH.16.08.03 - Define individual differences and explain how
BJECTIVES: assignment bias and confounding from environmental variables can threaten the
internal validity of a between-subjects design.
KEYWORDS: Bloom’s: Evaluate
64. Describe the advantages and disadvantages of matching groups of participants in a between-subjects experiment.
ANSWER:
The advantage of matching groups of participants in a between-subjects
experiment is that it is a relatively easy way to ensure that specific variables do
not become confounding variables. The disadvantages of matching include: a) the
measurement procedure adds another level of work to the study, b) it can be
difficult to match groups on several different variables simultaneously, c) groups
cannot be matched on every single variable that might differentiate participants.
DIFFICULTY: Moderate
REFERENCES 8.3 Limiting Confounding by Individual Differences
:
LEARNING O GRAV.METH.16.08.04 - Identify the three primary techniques for limiting
BJECTIVES: confounding by individual differences in between-subjects experiments (random
assignment, matched assignment, and holding variables constant) and explain
how each one works.
KEYWORDS: Bloom’s: Evaluate
65. Describe the advantages and disadvantages of holding a participant characteristic constant in a between-subjects
experiment.
ANSWER:
The advantage of holding a variable constant in a between-subjects experiment is
that it is an effective way to prevent a variable from confounding a research
study. However, the disadvantage is that by preventing the natural range of
variation, the external validity of the research is limited.
DIFFICULTY: Moderate
REFERENCES 8.3 Limiting Confounding by Individual Differences
:
LEARNING O GRAV.METH.16.08.04 - Identify the three primary techniques for limiting
BJECTIVES: confounding by individual differences in between-subjects experiments (random
assignment, matched assignment, and holding variables constant) and explain
how each one works.
KEYWORDS: Bloom’s: Evaluate
66. Create an example of a between-subjects experiment. Identify the independent and dependent variables and briefly
describe the experiment. Indicate the number of levels of the independent variable and identify them.
ANSWER:
Student answers will vary but should all include a manipulated independent
variable that creates two or more treatment conditions and a dependent variable
that is measured in each treatment condition. To qualify as a between-subjects
experiment, there must be a separate group of participants for each of the
different treatment conditions.
DIFFICULTY: Difficult
REFERENCES 8.1 Introduction to Between-Subjects Experiments
:
LEARNING O GRAV.METH.16.08.01 - Describe the defining characteristics that differentiate a
BJECTIVES: between-subjects design and a within-subjects design, and identify these designs
when they appear in the literature.
KEYWORDS: Bloom’s: Apply
67. Describe some of the problems that can develop if participants from different treatment conditions have an opportunity
to talk with each other during the course of the experiment.
ANSWER:
If participants in a no-treatment condition talk with participants in a treatment
condition they may learn about the treatment and adopt some of the treatment
components. This leads to diffusion of treatment. If participants in an inferior
condition learn about a superior treatment being received by others, they may
demand equal treatment (compensatory equalization), they may become extra
motivated to make up for the inferior treatment (compensatory rivalry), or they
may give up in the face of a hopeless situation (resentful demoralization).
DIFFICULTY: Moderate
REFERENCES 8.5 Other Threats to Internal Validity of Between-Subjects Designs
:
LEARNING O GRAV.METH.16.08.07 - Describe how differential attrition and communication
BJECTIVES: between participants can threaten the internal validity of between-subjects
designs and identify these problems when they appear in a research study.
KEYWORDS: Bloom’s: Evaluate