| 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 |