Chapter 7—Descriptive and Correlational Research Strategies
MULTIPLE CHOICE
1. A researcher watches children on a playground to obtain measurements of their level of activity.
The researcher hopes to prepare a report describing the children's behavior. This researcher is
using the
a. descriptive research strategy
b. correlational research strategy
c. experimental research strategy
d. scientific research strategy
2. A researcher determines the amount of sugar in each child’s diet by interviewing the children’s
parents. Then the researcher watches the children on a playground to obtain measurements of
their level of activity. The researcher hopes to demonstrate that sugar intake is related to activity
level. This researcher is using the
a. descriptive research strategy
b. correlational research strategy
c. experimental research strategy
d. scientific research strategy
3. The goal of the descriptive research strategy is
a. to describe an individual person or patient in great detail
b. to describe a variable (or variables) as they exist naturally
c. to describe the relationship between two variables
d. to establish the existence of a cause and effect relationship between variables
4. Although behavioral observation can be used with a variety of different research strategies,
the defining characteristic of the observational research design is
a. the research is conduced in field settings rather than in a laboratory
b. the intent is simply to describe behaviors
c. the intent is to demonstrate a relationship between behavior and other
variables
d. the intent is to explain the causes of the behaviors being observed
5. Jane Goodall’s research, examining the behavior of chimps in Africa, is an example of
a. participant observation
b. naturalistic observation
c. correlational research
d. case study research
6. A researcher watches children on a playground to obtain measurements of their level of
aggression. This researcher is using
a. naturalistic observation
b. participant observation
c. contrived observation
d. unstructured observation
7. A researcher joins a religious cult in order to observe their behaviors. This researcher is using
a. naturalistic observation
b. participant observation
c. contrived observation
d. unstructured observation
8. Rosenham’s research investigating the experiences of mental patients and patient-staff
interactions in psychiatric hospitals is an example of
a. participant observation
b. naturalistic observation
c. correlational research
d. case study research
9. The main advantage of contrived observation (compared with other types of observational
research) is
a. you can be more confident that the observed behaviors are natural
b. there is less concern that the researcher is influencing the behaviors being
observed
c. it is more efficient because you do not have to wait for specific behaviors to
occur
d. it is less likely that the researcher will impose subjective interpretations on the
data
10. Which observational research design has the greatest risk that the observer will influence
the behaviors being observed
a. naturalistic observation
b. participant observation
c. contrived observation
d. non-participant observation
11. A limitation of participant observation is
a. it is extremely time consuming
b. there is a risk that the observer will influence the behaviors being observed
c. there is a risk that the observer may become involved and lose objectivity
d. the other three choices are all limitations
12. In general, observational research designs tend to have
a. high internal validity and low external validity
b. high internal validity and high external validity
c. low internal validity and high external validity
d. low internal validity and low external validity
13. Although surveys can be used with a variety of different research strategies, the defining
characteristic of the survey research design is
a. the research is conduced in field settings rather than in a laboratory
b. the intent is simply to describe behaviors
c. the intent is to demonstrate a relationship between behavior and other
variables
d. the intent is to explain the causes of the behaviors being surveyed
14. One problem with surveys administered by mail is
a. you do not know exactly who completed the survey
b. it is difficulty to maintain participant confidentiality
c. a mailed survey can be inconvenient for participants
d. a mailed survey can be threatening to participants
15. One problem with mail surveys is non-response bias. This means
a. usually only a small percentage of the surveys are returned
b. many questionnaires will be returned with missing answers
c. individuals who return surveys may have different characteristics than those
who don't return surveys
d. attempts to increase the number of people who return the survey may
produce a biased sample
16. Non-response bias is a problem associated primarily with surveys administered
a. by mail
b. by telephone
c. in person to groups
d. in person to individuals
18. Which of the following methods for administering a survey does not include the risk of
interviewer bias?
a. mail
b. phone
c. in person individual
d. in person group
21. The multiple-personality study reported in Thigpen and Cleckley’s Three Faces of Eve is
an example of
a. participant observation
b. naturalistic observation
c. correlational research
d. case study research
22. An advantage of the case study design (compared with group designs) is
a. it can be used to study rare phenomena
b. it can demonstrate a counterexample to a general principle
c. it can be emotionally powerful and convincing
d. the other three choices are all advantages of the case study design
23. In general, the case study design tends to have
a. high internal validity and low external validity
b. high internal validity and high external validity
c. low internal validity and high external validity
d. low internal validity and low external validity
24. The goal of correlational research is
a. to describe an individual person or patient in great detail
b. to describe a variable (or variables) as they exist naturally
c. to describe the relationship between two variables
d. to establish the existence of a cause and effect relationship between variables
26. Which research design is commonly used to help establish the reliability or validity of a
measurement procedure?
a. the observational research design
b. the survey research design
c. the case study design
d. the correlational design
28. A researcher reports a inverse relationship between weight and exercise level for a group
of 8-year-old children (greater weight is associated with less exercise). However, the
researcher suspects that the children’s rate of metabolism may be responsible for the
relationship. That is, children with higher metabolism exercise more and weigh less than
children with lower metabolism. This is an example of
a. the third-variable problem
b. the directionality problem
c. the reversal problem
d. the criterion problem
29. In general, the correlational research strategy tends to have
a. high internal validity and low external validity
b. high internal validity and high external validity
c. low internal validity and high external validity
d. low internal validity and low external validity
30. A researcher reports a inverse relationship between weight and exercise level for a group
of 8-year-old children (greater weight is associated with less exercise). However, the
researcher cannot be sure whether the extra weight is preventing the children from
exercising or whether the lack of exercise is leading to greater weight. This is an example of
a. the third-variable problem
b. the directionality problem
c. the reversal problem
d. the criterion problem
Chapter 8—Experimental Research Strategy
MULTIPLE CHOICE
1. The goal of the experimental research strategy is to establish the existence of
a. a causal relationship between two variables
b. a relationship between two variables
c. no relationship between two variables
d. a bi-directional relationship between two variables
2. The _______ research strategy is an approach to research that determines whether changes in
one variable cause changes in the other.
a. descriptive
b. correlational
c. experimental
d. quasi-experimental
3. The purpose of manipulation in an experiment is to
a. eliminate the directionality problem
b. eliminate the third-variable problem
c. establish a relationship between two variables
d. establish a bi-directional relationship between two variables
4. Dr. Adams is interested in studying how type of food consumed can influence people's reaction
times. A sample of 100 people is selected. Fifty people are assigned to the carbohydrate
condition where Dr. Adams provides a carbohydrate meal for participants to consume. The other
50 people are provided with a protein meal. Following the meal, Dr. Adams measures reaction
times for all participants. In this example, what are the treatment conditions?
a. reaction times
b. carbohydrate meal and protein meal
c. carbohydrate meals
d. protein meals
5. Dr. Adams is interested in studying how type of food consumed can influence people's reaction
times. A sample of 100 people is selected. Fifty people are assigned to the carbohydrate
condition where Dr. Adams provides a carbohydrate meal for participants to consume. The other
50 people are provided with a protein meal. Following the meal, Dr. Adams measures reaction
times for all participants. In this example, how many levels of the independent variable are
there?
a. 100
b. 50
c. 2
d. 1
6. Dr. Adams is interested in studying how type of food consumed can influence people's reaction
times. A sample of 100 people is selected. Fifty people are assigned to the carbohydrate
condition where Dr. Adams provides a carbohydrate meal for participants to consume. The other
50 people are provided with a protein meal. Following the meal, Dr. Adams measures reaction
times for all participants. In this example, how many independent variables are there?
a. 100
b. 50
c. 2
d. 1
7. Dr. Jones is interested in studying how indoor lighting can influence people's moods during the
winter. A sample of 100 households is selected. Fifty of the homes are randomly assigned to the
bright-light condition where Dr. Jones replaces all the lights with 100-watt bulbs. In the other 50
houses, all the lights are changed to 60-watt bulbs. After two months, Dr. Jones measures the
level of depression for the people living in the houses. In this example, the level of depression is
the ________ variable.
a. dependent
b. extraneous
c. correlational
d. independent
8. Dr. Jones is interested in studying how indoor lighting can influence people's moods during the
winter. A sample of 100 households is selected. Fifty of the homes are randomly assigned to the
bright-light condition where Dr. Jones replaces all the lights with 100-watt bulbs. In the other 50
houses, all the lights are changed to 60-watt bulbs. After two months, Dr. Jones measures the
level of depression for the people living in the houses. In this study, the independent variable is
a. the brightness of the lights
b. the level of depression
c. the houses with 100-watt bulbs
d. the houses with 60-watt bulbs
9. Dr. Jones is interested in studying how indoor lighting can influence people's moods during the
winter. A sample of 100 households is selected. Fifty of the homes are randomly assigned to the
bright-light condition where Dr. Jones replaces all the lights with 100-watt bulbs. In the other 50
houses, all the lights are changed to 60-watt bulbs. After two months, Dr. Jones measures the
level of depression for the people living in the houses. In this example, how many dependent
variables are there?
a. 100
b. 50
c. 2
d. 1
10. Dr. Jones is interested in studying how indoor lighting can influence people's moods during
the winter. A sample of 100 households is selected. Fifty of the homes are randomly
assigned to the bright-light condition where Dr. Jones replaces all the lights with 100-watt
bulbs. In the other 50 houses, all the lights are changed to 60-watt bulbs. After two months,
Dr. Jones measures the level of depression for the people living in the houses. Assuming
that the study uses people from different age groups, participant age would be a(n)
__________ variable in the experiment.
a. dependent
b. independent
c. extraneous
d. confounding
11. Manipulating an independent variable involves
a. exposing participants to at least one level of the independent variable
b. exposing participants to at least two levels of the independent variable
c. exposing participants to at least three levels of the independent variable
d. measuring two or more behaviors and determining whether they are related
12. If a researcher were doing an experiment asking the question whether eating protein causes a sad
mood, the mood following the protein feeding would be referred to as the ________ variable.
a. independent
b. dependent
c. experimental
d. controlled
14. In order to establish an unambiguous relationship between two variables, it is necessary to
eliminate the possible influence of
a. extraneous variables
b. confounding variables
c. independent variables
d. dependent variables
15. A confounding variable is a variable that
a. might influence the dependent variable because it varies systematically with
the independent variable
b. might influence the independent variable because it varies systematically with
the dependent variable
c. might influence the dependent variable and varies randomly with the
independent variable
d. might influence the independent variable and varies randomly with the
dependent variable
16. An extraneous variable can be eliminated completely by
a. holding it constant
b. using randomization
c. manipulating the independent variable
d. measuring the dependent variable
17. Holding a variable constant can limit the ________ of an experiment.
a. internal validity
b. external validity
c. reliability
d. hypothesis
20. In an experiment, participants are usually assigned to treatments using random
assignment. The reason for using random assignment is
a. to allow the experimenter to manipulate participant variables
b. to allow the experimenter to manipulate environmental variables
c. to control for extraneous variables
d. it is a required component of all experiments
21. A no-treatment control group is a condition in which participants
a. receive a zero-value of the independent variable
b. receive the treatment
c. receive a fake treatment
d. receive a non-zero value of the independent variable
22. Dr. Kim systematically varies the amount of caffeine in cola (0, 10, and 20 mg) and observes
that his participants' anxiety levels increase. The 0-mg condition represents the
a. experimental group
b. placebo control group
c. no-treatment control group
d. waiting-list control group
23. A placebo control group is used to
a. measure the effects of the independent variable
b. examine the effects of no treatment
c. separate the effects of the placebo from the real treatment effects
d. assess how participants interpreted the manipulation
24. A researcher systematically varies people's stress levels to examine the effects of stress on
performance. The researcher includes a measure of stress in order to
a. measure the dependent variable
b. measure extraneous variables
c. control for confounding variables
d. check the manipulation
26. A researcher moves the real world into the laboratory. This type of research is called
a. a simulation study
b. a field study
c. a transported study
d. a quasi-experimental study
27. A researcher moves an experiment out of the laboratory and into the real world. This type
of research is called
a. a simulation study
b. a field study
c. a transported study
d. a quasi-experimental study
29. What is the advantage of a field study over a laboratory study?
a. internal validity
b. external validity
c. reliability
d. history
30. What is the advantage of a laboratory study over a field study?
a. internal validity
b. external validity
c. reliability
d. history
Chapter 9—Quasi-Experimental Strategy and Developmental Designs
MULTIPLE CHOICE
1. The basic threat to internal validity for a nonequivalent groups design is
a. history
b. assignment bias
c. regression
d. reactivity
3. 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
4. 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 6 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 and
therefore has a nonequivalent groups design
d. it is not conducted in a laboratory
11. To evaluate the effectiveness of a treatment, a researcher selects participants who have
extremely high depression scores. A week after treatment, the researcher notes a
significant decrease in depression. Although the researcher would like to conclude that the
treatment caused lower scores, this study is confounded by
a. sensitization
b. reactivity
c. regression toward the mean
d. ecological validity
23. A research study that evaluates developmental changes by examining different groups of
individuals representing different ages, is called
a. a time-series design
b. an interrupted time-series design
c. a cross-sectional design
d. a longitudinal design
24. A researcher studies language development by selecting a sample of 2-year-old children, a
sample of 3-year-old children, and a sample of 4-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. a time-series design
b. an interrupted time-series design
c. a cross-sectional design
d. a longitudinal design
26. The primary problem with a cross-sectional design is that differences between age groups
may not be caused by age but rather are caused by
a. history effects
b. regression toward the mean
c. cohort effects
d. differential attrition
27. A researcher has studied the development of political attitudes for a group of college graduates
by interviewing them at their class reunion every five years beginning in 1988. This research is
an example of
a. a time-series design
b. an interrupted time-series design
c. a cross-sectional design
d. a longitudinal design
28. A research study that evaluates developmental changes by examining the same group of
individuals at different times in their lives is called
a. a time-series design
b. an interrupted time-series design
c. a cross-sectional design
d. a longitudinal design
29. A researcher studies language development by selecting a sample of 2-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. a time-series design
b. an interrupted time-series design
c. a cross-sectional design
d. a longitudinal design
30. 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
31. A problem with longitudinal designs is that age is confounded with:
a. cohort
b. sex
c. time of measurement
d. group being studied
Chapter 10—Experimental Designs: Between-Subjects Design
MULTIPLE CHOICE
1. A design in which different participants are randomly assigned to the various treatment
conditions in an experiment is a _______ design.
a. single-subjects
b. between-subjects
c. within-subject
d. matched groups
2. 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. at minimum two groups of participants are used
d. each participant is exposed to each level of the independent variable
3. In a between-subjects design
a. each participant receives one level of the independent variable
b. all participants receive every level of the independent variable
c. each participant is investigated in great detail with multiple measures
d. behavioral observation is used
4. In an experiment on the effects of running on stress levels, one group of participants is tested
after running on a treadmill for 30 minutes and another group of participants is tested after
resting on a bed. This experiment is an example of a ________ design.
a. single-subjects
b. between-subjects
c. within-subject
d. matched groups
5. Which statement best characterizes a between-subjects experimental design?
a. Participants are randomly selected from two different populations
b. Participants are each assigned to one condition of the experiment
c. Participants are each assigned to every condition of the experiment
d. Participants with different characteristics make up the different conditions of the
experiment
6. A random sample of sixty participants is obtained for an experiment. Half of the participants are
assigned to treatment #1 and the other half are assigned to treatment #2. This experiment is an
example of a _____ design.
a. Between-subjects
b. Within-subjects
c. combined
d. mixed
Chapter 11—Experimental Designs: Within-Subjects Design
MULTIPLE CHOICE
1. In a within-subjects research study, each participant is measured
a. once
b. once in each treatment condition
c. twice in each treatment condition
d. n! (n factorial) times, where n is the number of treatment conditions
2. A within-subjects design is also know as a(n)
a. independent-measures design
b. repeated-measures design
c. equivalent groups design
d. matched groups design
3. For a research study that compares problem solving ability for participants with three different
levels of self-esteem (high self-esteem, medium self-esteem, and low self-esteem), what kind of
design would be appropriate.
a. between-subjects
b. within-subjects
c. matched subjects
d. a combined, two-factor design
4. How many participants would be needed for a within-subjects experiment comparing four
different treatment conditions with a total of 20 scores in each treatment.
a. 20
b. 40
c. 80
d. cannot answer without more information
6. Within-subjects designs are most useful when
a. individual differences are large and there are many participants available
b. individual differences are large and there are relatively few participants
available
c. individual differences are small and there are many participants available
d. individual differences are small and there are relatively few participants
available
7. For an experiment that compares two treatment conditions with ten scores in each treatment,
which design would require fewer subjects?
a. between subjects
b. within subjects
c. matched subjects
d. all would require the same number of subjects
8. An advantage of a within-subjects design as compared to a between-subjects design is
a. it eliminates the threat that participant characteristics may become a
confounding variable
b. it reduces the variability by subtracting out the individual differences
c. it usually requires fewer participants
d. the other three choices are all advantages
9. The advantage of removing individual differences in a within-subjects design is
a. it removes one source of potential confounding variables
b. it reduces variability
c. it can reveal treatment effects that might not be apparent otherwise
d. the other three choices are all advantages
10. When an outside event occurs during a within-subject study so that measurements that are
made afterward are influenced by the event, but measurements made before the event are
not, the results are said to be confounded by
a. history effects
b. instrumentation
c. maturation
d. regression toward the mean
12. A researcher is conducting a within-subjects study that extends over a 5-day period and
uses college students as participants. If there is a suicide at the college during the study that
causes widespread depression among the students, then the internal validity of the study is
threatened by
a. history
b. instrumentation
c. maturation
d. regression toward the mean
13. In a within-subjects study that extends over a relatively long time, it is possible that there
will be systematic changes in the participants’ physiology or psychology that occur during
the time of the study. If these changes influence the participants’ scores, causing scores at
the end of the study to be different from scores at the beginning, the effect is called
a. history effects
b. instrumentation
c. maturation
d. regression toward the mean
14. A researcher evaluates the effectiveness of an art class by having an art expert judge the
quality of student’s paintings at the beginning of the class, in the middle of the class, and at
the end of the class. If the art expert’s standards for judgment change during the class,
then the internal validity of the study is threatened by
a. history
b. instrumentation
c. maturation
d. regression toward the mean
15. The tendency for individuals who have extreme scores (high or low) on one measurement
to have less extreme scores on a second measurement is called
a. history effects
b. instrumentation
c. maturation
d. regression toward the mean
16. When participation in one treatment condition has a lasting effect on individuals that
influences their scores in future treatments, the study is confounded by
a. history effects
b. instrumentation
c. carryover effects
d. progressive error
17. For a within-subjects experiment, one of the primary threats to internal validity is
a. individual differences that may exist within treatment conditions
b. individual differences that may exist between treatment conditions
c. the risk that one treatment condition may influence scores in other treatment
conditions*
d. the risk that one (or more) of the treatment conditions will have no influence
on the participants' scores
21. The purpose for counterbalancing is
a. to prevent subject variables from becoming confounding variables
b. to prevent subject variables from adding to the error variance
c. to prevent order effects from becoming a confounding variable
d. to prevent order effects from adding to the error variance
22. An advantage of the between-subjects design versus the within-subjects design is that
between-subjects
a. generally requires fewer subjects
b. usually is a more sensitive test (more likely to detect a treatment effect)
c. eliminates the risk of order effects
d. eliminates potential problems that may be caused by individual differences
Chapter 12—Factorial Designs
MULTIPLE CHOICE
1. What feature is required in a factorial design?
a. more than one independent variable is manipulated
b. more than two independent variables are manipulated
c. only between-subject variables may be used
d. only quasi-experimental variables may be used
2. How many independent variables are there in a two-factor design?
a. 1
b. 2
c. 3
d. 4
3. How many independent variables are there in a 2 X 2 X 2 factorial design?
a. 2
b. 3
c. 4
d. 8
4. In a 3 X 2 X 2 factorial design, how many levels of the third factor are there?
a. 2
b. 3
c. 4
d. 8
5. How many conditions are there in a 2 X 2 X 2 factorial design?
a. 2
b. 3
c. 4
d. 8
6. The reason to use a 2 X 2 factorial design rather than two separate experiments is to
a. save time
b. find an interaction between the independent variables
c. find the main effects
d. check the manipulation
7. In order to determine whether factors influence or interact with each other, a researcher must use
a. two experiments
b. a factorial design
c. a between-subjects design
d. a mixed design
8. In a matrix representing the structure of a factorial design, the differences between the overall
column means define
a. the main effect for one factor
b. the interaction between the factors
c. the main effect and the interaction between the factors
d. nothing
9. In a factorial design, a main effect is the effect of a(n) ________ variable.
a. independent
b. dependent
c. correlated
d. extraneous
10. In a factorial design, a main effect is the
a. only effect of interest
b. effect of the interaction between two variables
c. effect of one independent variable averaged over the levels of the other
independent variable
d. effect of one independent variable at one level of the other independent
variable
11. How many main effects are there in a 2 X 2 X 2 factorial design?
a.
b.
c.
d.
2
3
4
8
12. In a 3 X 4 factorial design there are ________ main effect(s) and ________interaction(s)
possible.
a. 3; 4
b. 2; 3
c. 2; 1
d. 1; 2
13. For the following data, what numbers are compared to assess the main effect of factor A?
a.
b.
c.
d.
A1
A2
B1
20
60
B2
30
70
25
65
30; 70
20; 30
60; 70
25; 65
14. In a factorial design, an interaction between the factors occur whenever
a. the mean difference between the cells is not explained by the main effects
b. the mean difference between the cells is explained by the main effects
c. there is a the differences between the overall column means
d. there is a the differences between the overall row means
15. The following data represent the means for each treatment condition in a two-factor
experiment. Note that one mean is not given. Which of the following values would result in
no main effect for factor B?
a.
b.
c.
d.
10
20
30
40
A1
A2
B1
20
40
B2
30
16. The following data represent the means for each treatment condition in a two-factor
experiment. Note that one mean is not given. Which of the following values would result in
no interaction?
a.
b.
c.
d.
A1
A2
B1
20
40
B2
30
20
30
40
50
17. The following data represent the means for each treatment condition in a two-factor
experiment. Note that one mean is not given. Which of the following values would result in
no main effect for factor A?
a.
b.
c.
d.
A1
A2
B1
20
60
B2
50
10
20
30
40
18. The following data represent the means for each treatment condition in a two-factor
experiment. Note that one mean is not given. Which of the following values would result in
no main effect for factor B?
a.
b.
c.
d.
A1
A2
B1
20
60
B2
50
10
20
30
40
19. The following data represent the means for each treatment condition in a two-factor
experiment. Note that one mean is not given. Which of the following values would result in
no interaction between factors?
a.
b.
c.
d.
A1
A2
B1
20
60
B2
50
60
70
80
90
20. An interaction occurs whenever
a. the dependent variable is manipulated in a factorial design
b. there is one main effect
c. there are two main effects
d. the effect of one independent variable depends on the level of the second
independent variable
21. A clinician claims that the effectiveness of a new treatment varies depending on the gender
of the client. Specifically, the new treatment has been shown to be very effective for
females, but the treatment has little or no effect for males. In this example,
a. there is an interaction between the treatment and client's gender
b. there is no interaction between the treatment and client's gender
c. there is no main effect of treatment
d. there is no main effect of gender
22. A graph of a 2 X 2 factorial design demonstrates an interaction when the lines on the graph
a. are parallel
b. cross
c. are steep in slope
d. none of the other three choices demonstrate an interaction
23. Which of the following is possible to occur in a 2 X 2 factorial design?
a. one main effect
b. no main effects
c. one interaction
d. the other three choices are all possible to occur
24. Which of the following is possible to occur in a 2 X 2 factorial design?
a. two main effects and two interactions
b. no main effect for one factor, one main effect for the other factor, and two
significant interactions
c. no main effect for either factor and one interaction
d. the other three choices are all possible to occur
Chapter 14—Statistical Evaluation of Data
MULTIPLE CHOICE
14. The data for a correlation are often displayed in a graph called a
a. histogram
b. polygon
c. line graph
d. scatterplot
15. The data for a correlation are displayed in a graph and show a set of points tightly
clustered around a line sloping up to the right. Which of the following is the best estimate
for the correlation.
a. +.10
b. +.90
c. - .10
d. - .90
16. If the data in a scatterplot form a nearly perfect circle, the Pearson correlation would be
approximately
a. +0.8 or +0.9
b. -0.8 or -0.9
c. 1.00
d. zero
TRUE/FALSE
8. A negative correlation means that as the X values decrease, the Y values also tend to
decrease.
9. The value for a correlation can never be greater than 1.00.
10. A correlation of -0.90 indicates a stronger relationship– than a correlation of +0.50.