a. translational research ![]() |
||
b. applied research ![]() |
||
c. basic research ![]() |
||
d. generalizable research ![]() |
a. The original research question is significant and has the potential to contribute to the body of knowledge supporting the discipline. ![]() |
||
b. Replication has the potential to empirically support the findings of the original study, either by extending their generalizability or by clarifying issues raised by the original findings. ![]() |
||
c. The researcher has expertise in the subject area and has access to sufficient information relating to the original study to be able to design a replication. ![]() |
||
d. All of the above are included in the criteria. ![]() |
a. Achievement ![]() |
||
b. Salary ![]() |
||
c. Self-reported job satisfaction ![]() |
||
d. Sales figures ![]() |
a. Obedience rates in the 2006 replication were slightly higher than they were 45 years earlier. ![]() |
||
b. Obedience rates in the 2006 replication were slightly lower than they were 45 years earlier. ![]() |
||
c. Obedience rates in the 2006 replication were the same as they were 45 years earlier. ![]() |
||
d. Obedience rates in the 2006 replication were significantly lower than they were 45 years earlier. ![]() |
a. Physical harm, deception, and psychological harm ![]() |
||
b. Psychological harm, as well as social and/or economic harm ![]() |
||
c. Invasion of privacy and deception ![]() |
||
d. All of the above are possible risks in this study. ![]() |
a. more than American students ![]() |
||
b. less than American students ![]() |
||
c. a similar amount as American students ![]() |
||
d. more than American students, but only in in-groups ![]() |
a. Invasion of privacy ![]() |
||
b. Breach of confidentiality ![]() |
||
c. Physical harm ![]() |
||
d. All of the above are possible potential risks to consider. ![]() |
a. 10:1 ![]() |
||
b. 2:1 ![]() |
||
c. There should be no risks involved in your research project. ![]() |
||
d. There is not a specific ratio; it is a specific ethical judgment made by individual review boards and researchers. ![]() |
a. It is too vague. ![]() |
||
b. It has already been answered. ![]() |
||
c. It is too specific. ![]() |
||
d. It is unclear how “good” is operationalized. ![]() |
a. The highest voltage the participants gave was 150 volts rather than 450 volts. ![]() |
||
b. Participants were screened before partaking in the experiment. ![]() |
||
c. Participants were told three times that they could withdraw from the study and still be rewarded for their participation. ![]() |
||
d. All of the above are reasons why it was a partial replication. ![]() |
a. Translational research ![]() |
||
b. Useful research ![]() |
||
c. Basic research ![]() |
||
d. Clinical research ![]() |
a. To find out if the results Asch obtained in 1956 would still hold true today ![]() |
||
b. To find out if Japanese participants would display the same behaviors in Asche’s experiment as American participants ![]() |
||
c. To disprove Asch’s original findings ![]() |
||
d. To support Asch’s original findings ![]() |
a. Social and Economic harms ![]() |
||
b. Breach of confidentiality ![]() |
||
c. Psychological harm ![]() |
||
d. All of the above are possible potential risks to consider. ![]() |
a. An empirical article that specifically describes a study ![]() |
||
b. An empirical article that includes a literature review ![]() |
||
c. A published literature review that surveys key studies done in a certain area ![]() |
||
d. A published critique of a particular study ![]() |
a. All of the research on a particular topic ![]() |
||
b. Research on a particular topic done at a particular point in time ![]() |
||
c. A particularly well-researched area ![]() |
||
d. A series of studies done by the same individual or laboratory ![]() |
a. An article in a popular magazine summarizing the contents of a scholarly journal article ![]() |
||
b. A study in which one concept or measure is tested using another language ![]() |
||
c. A study in which individual treatment components previously studied in laboratory settings are tested on a clinical population ![]() |
||
d. Both B and C are examples of translational research. ![]() |
a. Deceiving a participant by temporarily leading him to believe he was accepted into the graduate school of his choice ![]() |
||
b. Deceiving a participant by temporarily leading him to believe his spouse was cheating on him ![]() |
||
c. Deceiving a participant by temporarily leading him to believe he did poorly on a computer task ![]() |
||
d. Persuading a participant to partake in behaviors that are against his strongly held religious beliefs ![]() |
a. So you do not accidentally repeat a study that has already been done ![]() |
||
b. To find scales and measures previous researchers have used ![]() |
||
c. To develop a thorough understanding of your topic ![]() |
||
d. All of the above are reasons why it is important to conduct a thorough literature review of your topic before conducting a study. ![]() |
a. To see if the results would be the same in the current time ![]() |
||
b. To see if the results would apply to a different group of children ![]() |
||
c. To see if the results would apply using a different set of dolls ![]() |
||
d. None of the above ![]() |
a. is neither too broad nor too narrow. ![]() |
||
b. is as broad as possible. ![]() |
||
c. is as narrow and specific as possible. ![]() |
||
d. has never been researched before. ![]() |
a. within subjects design ![]() |
||
b. between subjects design ![]() |
||
c. longitudinal design ![]() |
||
d. comparable design ![]() |
a. Easier articles ![]() |
||
b. More difficult articles ![]() |
||
c. Empirical articles ![]() |
||
d. Recent articles ![]() |
a. Keyword ![]() |
||
b. Author ![]() |
||
c. Title ![]() |
||
d. Year ![]() |
a. the research question. ![]() |
||
b. specific hypotheses. ![]() |
||
c. findings. ![]() |
||
d. participants. ![]() |
a. conclusions about cause-and-effect relationships cannot be drawn. ![]() |
||
b. internal validity. ![]() |
||
c. external validity. ![]() |
||
d. difficulty in coding results. ![]() |
a. EBSCOhost. ![]() |
||
b. PsycINFO. ![]() |
||
c. ERIC. ![]() |
||
d. PsycREADINGS. ![]() |
a. only to full time university students ![]() |
||
b. only with a yearly membership ![]() |
||
c. to anyone free of cost ![]() |
||
d. to anyone for a daily, per-article, or yearly membership fee ![]() |
a. PsycINFO ![]() |
||
b. PsycBOOKS ![]() |
||
c. PsycEXTRA ![]() |
||
d. PsycCRITIQUES ![]() |
a. experimental study ![]() |
||
b. case study ![]() |
||
c. correlational study ![]() |
||
d. survey study ![]() |
a. Not ![]() |
||
b. Without ![]() |
||
c. Except ![]() |
||
d. Only ![]() |
a. evaluate them ![]() |
||
b. compare them ![]() |
||
c. understand them ![]() |
||
d. All of the above tasks are important. ![]() |
a. up to 5 articles ![]() |
||
b. up to 15 articles ![]() |
||
c. up to 50 articles ![]() |
||
d. over 100 articles ![]() |
a. Girls struggle in school more than boys. ![]() |
||
b. Being female leads to dropping out of school. ![]() |
||
c. Boys are smarter than girls. ![]() |
||
d. None of the above can be concluded from this study. ![]() |
a. PsycINFO ![]() |
||
b. PsycCRITIQUES ![]() |
||
c. PsycMETRICS ![]() |
||
d. PsycARTICLES ![]() |
a. using the “AND” operator. ![]() |
||
b. specifying the years you are interested in. ![]() |
||
c. using the “OR” operator. ![]() |
||
d. None of the above would narrow the search results. ![]() |
a. Abstract, Introduction, Discussion, Methods ![]() |
||
b. Abstract, Introduction, Tables & Figures, Discussion ![]() |
||
c. Discussion, Abstract, Results, Methods ![]() |
||
d. Tables & Figures, Abstract, Introduction, Discussion ![]() |
a. Use direct quotes. ![]() |
||
b. Paraphrase the author’s ideas. ![]() |
||
c. Cite the article in which you found the information. ![]() |
||
d. B and C ![]() |
a. Titles ![]() |
||
b. Headings ![]() |
||
c. Summary paragraphs ![]() |
||
d. Conclusions ![]() |
a. Correlational studies ![]() |
||
b. Survey studies ![]() |
||
c. Naturalistic observation studies ![]() |
||
d. All of the above can be described as descriptive, non-experimental approaches. ![]() |
a. PsycINFO ![]() |
||
b. PsycBOOKS ![]() |
||
c. PsycMETRICS ![]() |
||
d. PsycARTICLES ![]() |
a. 2X2 factorial design ![]() |
||
b. 1X4 factorial design ![]() |
||
c. 3X2 factorial design ![]() |
||
d. 4X4 factorial design ![]() |
a. factors; levels ![]() |
||
b. levels; factors ![]() |
||
c. independent variables; dependent variables ![]() |
||
d. dependent variables; independent variables ![]() |
a. A treatment group in which participants take a daily pill and a control group in which participants do nothing. ![]() |
||
b. A treatment group in which participants take a daily diet pill and a control group in which participants do not need to lose weight. ![]() |
||
c. A control group and a treatment group in which participants are unaware of whether they are taking a sugar pill or a diet pill. ![]() |
||
d. A control group in which participants knowingly took a sugar pill and a treatment group in which participants knowingly took a diet pill. ![]() |
a. Experimenters deceive participants about the purpose of the study on two separate occasions. ![]() |
||
b. Participants are given two different treatments, neither of which are expected to work. ![]() |
||
c. Neither the person administering the treatment nor the participant receiving the treatment are aware of which condition they are in (i.e. whether they received the treatment or the control). ![]() |
||
d. None of the above describe a double-blind study. ![]() |
a. Administer extensive surveys that ask participants for all possible differences so that these factors can be taken into account when assigning participants to groups. ![]() |
||
b. Use very large groups of participants. ![]() |
||
c. Use random assignment. ![]() |
||
d. Make sure all participants are as similar as possible; for example, use only studying middle-aged, Caucasian women. ![]() |
a. The risk of carryover effects ![]() |
||
b. Low internal validity ![]() |
||
c. Low external validity ![]() |
||
d. Low reliability ![]() |
a. It helps rule out initial differences in the groups. ![]() |
||
b. It increases the motivation of both groups to improve. ![]() |
||
c. It helps rule out normal development as a possible reason for any improvement. ![]() |
||
d. Both A and C ![]() |
a. Illustrative case study ![]() |
||
b. Exploratory (or pilot) case study ![]() |
||
c. Cumulative case study ![]() |
||
d. Critical instance case study ![]() |
a. The control group can be accidentally exposed to the treatment. ![]() |
||
b. Participants may perceive one group as more desirable than other groups, and this may impact motivation. ![]() |
||
c. There are no possible threats to validity if it is actually a true experimental design. ![]() |
||
d. Both A and B ![]() |
a. Dosage of medication ![]() |
||
b. Length of treatment ![]() |
||
c. Current level of hunger or thirst ![]() |
||
d. Race ![]() |
a. A situation in which there are no differences between participants in different conditions in a study ![]() |
||
b. A situation in which two conditions in a study have exactly equal numbers of men and women, as well as the conditions represent every race and ethnicity ![]() |
||
c. A situation in which each participant in the population had an equal chance of being assigned to each treatment group ![]() |
||
d. None of the above would represent true random assignment. ![]() |
a. Random sampling, systematic sampling, and stratified sampling ![]() |
||
b. Convenience sampling, judgment sampling, quota sampling, and snowball sampling ![]() |
||
c. Convenience sampling, stratified sampling, and systematic sampling ![]() |
||
d. Random sampling, judgment sampling, and snowball sampling ![]() |
a. Participants in a control group feel less depressed, even though they were only taking a sugar pill and not an antidepressant. ![]() |
||
b. Participants in a control group feel less depressed, even though they were only having brief weekly meetings with a doctor and not actually receiving drug therapy. ![]() |
||
c. Both A and B are examples of placebo effects. ![]() |
||
d. Neither A or B are examples of placebo effects. ![]() |
a. Standing in a mall and occasionally asking passersby to participate ![]() |
||
b. Using a random number generator on a calculator and selecting the participant from your sampling frame that corresponds with the number generated ![]() |
||
c. Choosing every participant in a sampling frame that has a certain characteristic unrelated to the study question, such as hair color ![]() |
||
d. None of the above ![]() |
a. Each participant experiences every condition. ![]() |
||
b. There is no control condition. ![]() |
||
c. There is a larger risk of the placebo effect. ![]() |
||
d. Deception is often used. ![]() |
a. Convenience sampling ![]() |
||
b. Random sampling ![]() |
||
c. Systematic sampling ![]() |
||
d. Snowball sampling ![]() |
a. A dichotomous question ![]() |
||
b. A Likert response scale question ![]() |
||
c. An ordinal question ![]() |
||
d. A contingency question ![]() |
a. Who, what, where, and how much? ![]() |
||
b. When, who, and where? ![]() |
||
c. How and why? ![]() |
||
d. Where and how much? ![]() |
a. Experimental, correlational ![]() |
||
b. Correlational, observational ![]() |
||
c. Observational, experimental ![]() |
||
d. Observational, correlational ![]() |
a. A placebo effect ![]() |
||
b. An experimental effect ![]() |
||
c. A correlational effect ![]() |
||
d. A dependent effect ![]() |
a. interval ![]() |
||
b. ordinal ![]() |
||
c. ratio ![]() |
||
d. nominal ![]() |
a. Interval ![]() |
||
b. Ordinal ![]() |
||
c. Ratio ![]() |
||
d. Nominal ![]() |
a. ANOVA ![]() |
||
b. t test ![]() |
||
c. Pearson’s r ![]() |
||
d. Chi-square test of independence ![]() |
a. At the far right ![]() |
||
b. At the far left ![]() |
||
c. In the center ![]() |
||
d. There is not a mean in a normal distribution. ![]() |
a. Mode ![]() |
||
b. Median ![]() |
||
c. Mean ![]() |
||
d. Ratio ![]() |
a. A conceptual independent variable ![]() |
||
b. A conceptual dependent variable ![]() |
||
c. An operationalized independent variable ![]() |
||
d. An operationalized dependent variable ![]() |
a. included ![]() |
||
b. appended ![]() |
||
c. attached ![]() |
||
d. complete ![]() |
a. Whether or not a correlation is significant ![]() |
||
b. Direction of the correlation ![]() |
||
c. Strength of the correlation ![]() |
||
d. Whether or not a correlation is causal ![]() |
a. The mean is greater than the median, which is greater than the mode. ![]() |
||
b. The mean, median, and mode are equal. ![]() |
||
c. The median is greater than the mean, which is greater than the mode. ![]() |
||
d. The mode is greater than the median, which is greater than the mean. ![]() |
a. Median ![]() |
||
b. Mean ![]() |
||
c. Mode ![]() |
||
d. Standard deviation ![]() |
a. Nominal ![]() |
||
b. Ordinal ![]() |
||
c. Ratio ![]() |
||
d. Interval ![]() |
a. When data is measured on interval or ratio scales ![]() |
||
b. When data is measured on ratio or nominal scales ![]() |
||
c. When data is measured on ordinal or ratio scales ![]() |
||
d. When data is measured on nominal or ordinal scales ![]() |
a. .2 ![]() |
||
b. -.3 ![]() |
||
c. -.8 ![]() |
||
d. .8 ![]() |
a. Academic success ![]() |
||
b. Grades ![]() |
||
c. Test scores ![]() |
||
d. Teacher ratings of classroom achievements ![]() |
a. t Test ![]() |
||
b. Z Test ![]() |
||
c. F Test ![]() |
||
d. Chi-Square Test ![]() |
a. Randomly selecting classrooms in a school and including every student in that classroom as a participant ![]() |
||
b. Randomly selecting classrooms in a school and randomly selecting students from those classrooms as participants ![]() |
||
c. Grouping participants by characteristics, such as gender, race, or some other variable and sampling from those groups ![]() |
||
d. None of the above ![]() |
a. -1.0 ![]() |
||
b. +1.0 ![]() |
||
c. +100 ![]() |
||
d. +10 ![]() |
a. Disproportionate stratified sampling ![]() |
||
b. Proportionate stratified sampling ![]() |
||
c. Multi-stage sampling ![]() |
||
d. Purposive sampling ![]() |
a. Interval ![]() |
||
b. Ordinal ![]() |
||
c. Ratio ![]() |
||
d. Nominal ![]() |
a. bias, variable error ![]() |
||
b. variable error, bias ![]() |
||
c. variance, bias ![]() |
||
d. prejudice, bias ![]() |
a. Simple random sampling ![]() |
||
b. Convenience sampling ![]() |
||
c. Stratified random sampling ![]() |
||
d. Cluster sampling ![]() |
a. Its size ![]() |
||
b. Explicit comparison of its characteristics with a defined population ![]() |
||
c. Random assignment to conditions ![]() |
||
d. All of the above ![]() |
a. whether an instrument is reliable or unreliable. ![]() |
||
b. reliability coefficients. ![]() |
||
c. whether the instrument does not correlate strongly with other key constructs. ![]() |
||
d. both A and C ![]() |
a. Over generalizing results ![]() |
||
b. Over particularizing results ![]() |
||
c. Both A and B ![]() |
||
d. Neither A nor B ![]() |
a. A trained research assistant who was familiar with all of the hypotheses of the study ![]() |
||
b. You (the researcher) ![]() |
||
c. A trained research assistant who was unfamiliar with all of the hypotheses of the study ![]() |
||
d. None of the above ![]() |
a. avoiding examples of theoretical points or abstract material. ![]() |
||
b. trying to open with a statement about people, not psychologists or studies. ![]() |
||
c. using English prose as opposed to psychological jargon. ![]() |
||
d. taking the time and space needed to lead up to your formal or theoretical statement of the problem. ![]() |
a. Name groups or variables in an orderly fashion (i.e. A, B, C) and consistently use these names throughout the methods section. ![]() |
||
b. Use theoretical terms to name groups or variables. ![]() |
||
c. Use operational terms to name groups or variables. ![]() |
||
d. Use abbreviations to name groups or variables. ![]() |
a. Introduction ![]() |
||
b. Results ![]() |
||
c. Methods ![]() |
||
d. Discussion ![]() |
a. Include a reminder of the operations performed and behaviors measured. ![]() |
||
b. Include a reminder of the conceptual hypothesis. ![]() |
||
c. Speak primarily in numbers with as little prose as possible. ![]() |
||
d. Include the answer to your research question in plain English. ![]() |
a. specific matters, general concerns ![]() |
||
b. general concerns, specific matters ![]() |
||
c. limitations, specific findings ![]() |
||
d. implications, specific findings ![]() |
a. 5-7 ![]() |
||
b. 10-12 ![]() |
||
c. 13-15 ![]() |
||
d. 18-20 ![]() |
a. credibility. ![]() |
||
b. generalizability. ![]() |
||
c. robustness. ![]() |
||
d. randomization. ![]() |
a. Choose the most complex method. ![]() |
||
b. Choose the most recently developed method. ![]() |
||
c. Choose a minimally sufficient analysis. ![]() |
||
d. Use at least two different methods in order to confirm your results. ![]() |
a. They should be presented for all primary outcomes. ![]() |
||
b. They should be interpreted in the context of previously reported effects. ![]() |
||
c. Nearly every empirical article now includes measures of effect sizes. ![]() |
||
d. If units are measured in a meaningful way (e.g. hours of sleep), then an unstandardized measure, such as the mean differences, is preferable to a standardized measure such as d or r. ![]() |
a. The shape of the distribution of the data ![]() |
||
b. The mean of the data ![]() |
||
c. The range of the data ![]() |
||
d. The standard deviation of the data ![]() |
a. Hand-writing all of your data in case of a computer crash. ![]() |
||
b. Looking at your data using a scatterplot or histogram. ![]() |
||
c. Printing out all of your data in case of a computer crash. ![]() |
||
d. Hand-calculate all the results. ![]() |
a. Minimize effects of confounding variables. ![]() |
||
b. Describe methods used to attenuate sources of bias. ![]() |
||
c. Use the term “control group” cautiously. ![]() |
||
d. All of the above are recommended. ![]() |
a. The authors administer questionnaires themselves. ![]() |
||
b. The authors give instructions to participants themselves. ![]() |
||
c. The authors rate or code video data themselves. ![]() |
||
d. All of the above ![]() |
a. Experimental designs are the most informative. ![]() |
||
b. Quasi-Experimental designs are the most informative. ![]() |
||
c. Meta-analyses are the most informative. ![]() |
||
d. It is important to make explicitly clear what type of study you are doing. ![]() |
a. Death ![]() |
||
b. Dropout ![]() |
||
c. Noncompliance ![]() |
||
d. It is recommended that all of the above be described. ![]() |
a. You should only criticize previous work with the permission of the author. ![]() |
||
b. You should always criticize at least one previous study in your literature review. ![]() |
||
c. You should avoid criticizing the investigators or authors of previous work. ![]() |
||
d. None of the above are recommended. ![]() |
a. Explicitly defining the population ![]() |
||
b. Having as large of a population as possible ![]() |
||
c. Narrowing the population as much as possible ![]() |
||
d. Both B and A ![]() |