More participants from one group or condition decline to continue participating than from another.

1. Which of the following is true about quasi-experimental variables?

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   • What type of studies expose participants to all conditions created by the independent variable?
   • Is the term we use to describe when a group changes because of people dropping out of the study?
   • When a participant guesses what the experiment is trying to study they end up changing their behavior to match the group they are in this is an example of?
   • What are the independent and dependent variables for this experiment?
   a. Quasi-experimental variables are hidden variables that confound the results of the experiment.
   b. Quasi-experimental variables decrease the external validity of findings from the experiment.
   c. Quasi-experimental variables allow researchers to make causal conclusions from their experiments.
   d. Quasi-experimental variables are factors that cannot easily be manipulated by researchers.
   

2. In research, socioeconomic status (SES) be a…

   a. Variable that poses as a confounding factor when interpreting the results of a study.
   b. Variable that is quasi-experimental.
   c. Variable that is controlled for in the analysis of data.
   d. Variable that is fully manipulated by the experimenter.
   

3. Which of the following is with regards to the independent variable?

   a. It can be controlled.
   b. It can be manipulated.
   c. It can be a continuous measure.
   d. It can be the outcome of interest.
   

4. If participants revealed that they figured out the purpose of the study while it was ongoing, what issue would be most concerning?

   a. Hawthorne effects
   b. Demand characteristics
   c. Participant characteristics
   d. Simple order effects
   

5. Questions 5 through 12 are based on this following abstract taken from a 2012 issue of Cognition. The authors of the paper examined how scientific knowledge affects naïve scientific theories. Instructors are advised to use the reference below to retrieve the original abstract for their use.Shtulman, A., & Valcarcel, J. (2012). Scientific knowledge suppresses but does not supplant earlier intuitions.Cognition,124(2), 209-215.Assume that this study used a within-subjects design. Imagine that the researchers had half the participants verify one group of statements first, followed by the other group of statements (AB order). The other half of the participants verified the statement groups in reverse order (BA). What were the researchers accounting for?

   a. Order effects in general
   b. Carryover effects only
   c. Simple order effects and carryover effects only
   d. Simple order effects and fatigue effects only
   

6. The researchers' method of accounting for potential confounding effects is known as

   a. Counterbalancing
   b. Randomization
   c. Latin Square
   d. Latin Order
   

7. If this study used a matched-group design relative to a within-subjects design…

   a. there would be decreased variability in the data.
   b. order effects would be reduced.
   c. power would increase.
   d. fewer participants would be needed
   

8. Which one of the following is the dependent variable of this study?

   a. Reaction time
   b. Possibility of statements
   c. Naïve vs. scientific
   d. Years of scientific education
   

9. Which of the following statements is a valid implication of this study?

   a. Holding naïve theories causes greater accuracy in judging statements whose truth-values were the same across naïve and scientific theories, as compared to statements whose truth-values were different across naïve and scientific theories.
   b. Naïve theories are associated with more correct judgments.
   c. Statements whose truth-values were consistent across naïve and scientific theories are likely to be more easily processed than those that were inconsistent across naïve and scientific theories.
   d. Naïve theories are replaced entirely by scientific theories that invalidate them.
   

10. Domains of knowledge is likely to be a…

    a. control variable.
    b. within-subjects variable.
    c. dependent variable.
    d. confounding variable.
    

11. The authors state that their participants “reported having taken an average of 3.1 college-level math and science courses prior to the study (SD = 3.3), but this variable did not predict any of the effects.” In this case, average number of college-level math and science courses is being used in which of the following ways?

    a. College-level math and science courses is a control variable.
    b. College-level math and science courses is factored in as a potential confound.
    c. College-level math and science courses is a dependent variable.
    d. College-level math and science courses were tested to see if they explain any of the effects.
    

12. Which one of the following scenarios would most challenge the validity of this study?

    a. If the participants were found to hold no naïve theories.
    b. If the participants were found to have done poorly on science and math courses.
    c. If the findings mediate the relationship between how science and math courses affect accuracy of judgment and speed of judgment.
    d. If participants were not randomly assigned to naïve theory vs. scientific theory.
    

13. Which of the following is a case of a potential confound?

    a. Random deviation of in your measured dependent variable.
    b. Unknown differences in your participants' traits coming into the study.
    c. Systematic differences in your measured dependent variable that are not accounted for.
    d. Systematic differences in your independent variable that are not accounted for .
    

14. Which describes the results from the Hawthorne effect study?

    a. Performance improved in both experimental conditions.
    b. Performance became worse in both experimental conditions.
    c. Performance became worse only in the condition with the changed lighting.
    d. Performance improved only in the condition with the changed lighting.
    

15. The _______________ group received the treatment or intervention while the _______________ group received either an inert version of the treatment or no treatment at all.

    a. experimental; control
    b. control; experimental
    c. experimental; quasi-experimental
    d. control; quasi-experimental
    

16. Which of the following is the definition of a placebo effect?

    a. An effect of treatment that can be attributed to participants' expectations from the treatment rather than any property of the treatment itself.
    b. An effect of treatment that cannot be attributed to participants' expectations from the treatment.
    c. An effect of treatment that can be attributed to any property of the treatment itself.
    d. An effect of treatment that cannot be attributed to any property of the treatment itself.
    

17. David's experiment involves randomly assigning 120 participants to three separate conditions such that there are 40 participants in each condition. His study is a ____________________ design.

    a. within-subjects, quasi-experimental
    b. between-subjects, quasi-experimental
    c. between-subjects, experimental
    d. within-subjects, experimental
    

18. A within-subjects design that is able to establish causality does require that…

    a. participants are randomly assigned to conditions.
    b. the conditions be fully manipulated by the researchers.
    c. researchers account for individual differences in the analysis.
    d. each participant is assigned to all possible conditions.
    

19. In experimental design where conditions are manipulated by the researcher, the variability due to individual differences…

    a. does not exist in a between-subjects design.
    b. hides the effect due to the independent variables.
    c. is lower than in quasi-experimental designs.
    d. is higher than in quasi-experimental designs.
    

20. Order effects occur in which of the following?

    a. A within-subjects design.
    b. A matched-pairs design.
    c. A repeated measures design.
    d. A between-subjects design.
    

21. Confounds are variables that vary along with the __________________ in an experimental study.

    a. independent variable
    b. dependent variable
    c. control variable
    d. placebo variable
    

22. What is meant by demand characteristics of an experiment?

    a. They are features of the participants that vary systematically across conditions that influence the interpretation of the results.
    b. They are features of the experimental design that allow a researcher to make causal conclusions.
    c. They are features of the experimental design itself that lead participants to make certain conclusions about the purpose of the experiment.
    d. They are features of the participants' behavior that are recorded without the knowledge of the participants.
    

23. Which of the following problems does a double-blind design reduce?

    a. Hawthorne effect
    b. Ceiling effect
    c. Demand characteristics
    d. Placebo effect
    

24. Which strategy directly deals with the problem of order effects in experimental design?

    a. Blind designs
    b. Holding potential confounding variables constant
    c. Making sure that ceiling and floor effects do not occur
    d. Counterbalancing
    

25. The Latin square is a ________________ method that is most useful for ___________ designs.

    a. randomization; within-subjects
    b. randomization; between-subjects
    c. counterbalancing; within-subjects
    d. counterbalancing; between subjects
    

What type of studies expose participants to all conditions created by the independent variable?

Is the term we use to describe when a group changes because of people dropping out of the study?

When a participant guesses what the experiment is trying to study they end up changing their behavior to match the group they are in this is an example of?

What are the independent and dependent variables for this experiment?