|
a. translational research |
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|
b. applied research |
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c. basic research |
||
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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. |
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|
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. |
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|
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 |
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|
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 |
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|
b. less than American students |
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|
c. a similar amount as American students |
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|
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 |
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|
b. 2:1 |
||
|
c. There should be no risks involved in your research project. |
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|
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. |
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|
b. It has already been answered. |
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|
c. It is too specific. |
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|
d. It is unclear how “good” is operationalized. |
|
a. The highest voltage the participants gave was 150 volts rather than 450 volts. |
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|
b. Participants were screened before partaking in the experiment. |
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|
c. Participants were told three times that they could withdraw from the study and still be rewarded for their participation. |
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|
d. All of the above are reasons why it was a partial replication. |
|
a. Translational research |
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|
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 |
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|
b. To find out if Japanese participants would display the same behaviors in Asche’s experiment as American participants |
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|
c. To disprove Asch’s original findings |
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|
d. To support Asch’s original findings |
|
a. Social and Economic harms |
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|
b. Breach of confidentiality |
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|
c. Psychological harm |
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|
d. All of the above are possible potential risks to consider. |
|
a. An empirical article that specifically describes a study |
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|
b. An empirical article that includes a literature review |
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|
c. A published literature review that surveys key studies done in a certain area |
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|
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 |
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|
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 |
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|
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. |
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|
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 |