Circle the alternative that best completes the stem of each question.

1		A mixed design includes
			A)	both a single factor and a parametric factor.
			B)	both within-subjects and between-subjects factors.
			C)	both experimental and correlational factors.
			D)	multiple independent and dependent variables.

Circle the alternative that best completes the stem of each question.

2		In an experiment on learning, you have three levels of word list difficulty. Under each level of difficulty, you have two different lists of words. The design being used here is a
			A)	nested design.
			B)	quasi-experimental design.
			C)	mixed design.
			D)	design combining correlational and experimental components.

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3		A design that combines correlational and experimental components is used when
			A)	you must economize on research participants.
			B)	a within-subjects design becomes impractical.
			C)	you want to statistically control the effects of a variable on which participants vary.
			D)	both a and b

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4		A correlational variable that resembles an independent variable is known as a
			A)	quasi-independent variable.
			B)	quasi-experimental variable.
			C)	covariate.
			D)	pseudoexperimental variable.

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5		An advantage of including a quasi-independent variable in an experiment is that the quasi-independent variable
			A)	allows you to assess the generality of your findings across the levels of the quasi-independent variable.
			B)	makes it more difficult to misinterpret your results.
			C)	allows you to infer a causal relationship between your quasi-independent variable and dependent variable.
			D)	totally eliminates confounding variables from your design.

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6		According to the text, the main disadvantage of including a quasi-independent variable in an experiment is that
			A)	it adds complexity to an experiment.
			B)	results are often misinterpreted.
			C)	it is difficult to quantify quasi-independent variables.
			D)	adding a quasi-independent variable adds potential confounding variables to an experiment.

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7		In a __________, you make observations prior to and immediately after introducing your independent variable.
			A)	nonequivalent time samples design
			B)	time series design
			C)	pretest—posttest design
			D)	none of the above

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8		In the interrupted time series design, the independent variable is
			A)	a true independent variable created by the experimenter.
			B)	limited to participant variables such as age and sex.
			C)	statistically controlled to remove its effects on the dependent variable.
			D)	often a naturally occurring event and therefore not a true independent variable.

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9		A quasi-experimental design in which the independent variable is presented repeatedly is the
			A)	equivalent control groups design.
			B)	multiple time series design.
			C)	equivalent time samples design.
			D)	nonequivalent control group design.

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10		According to the text, an advantage of quasi-experimental designs is that
			A)	they allow you to evaluate the impact of a quasi-independent variable under naturally occurring conditions.
			B)	you can statistically control extraneous variables to clarify the relationship between a true independent variable and the dependent variable.
			C)	you have a high degree of control over the variables that control behavior.
			D)	both a and b
			E)	all of the above

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11		A drawback of quasi-experimental research is that
			A)	you can never establish causal relationships.
			B)	when you are using naturally occurring events, you have little or no control over when the event will occur.
			C)	you cannot control participant characteristics such as age and gender.
			D)	both a and c
			E)	all of the above

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12		In a nonequivalent control group design,
			A)	a covariate is included
			B)	a control group is included that is not exposed to the treatment to which the experimental group is exposed.
			C)	only one observation is made before introducing the independent variable.
			D)	none of the above

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13		Pretest—posttest designs are used to
			A)	test a participant’s ability to perform on multiple tests.
			B)	make sure a research procedure works (by pretesting it) before actually conducting a study.
			C)	evaluate performance only in classroom situations.
			D)	evaluate the effects of some change in the environment on subsequent performance.

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14		According to the text, the pretest—posttest design differs from quasi-experimental designs in that
			A)	quasi-experimental designs are more powerful than pretest—posttest designs.
			B)	it is not possible to establish causal relationships in a pretest—posttest design, whereas it is possible in a quasi-experimental design.
			C)	the pretest—posttest design is a true experimental design resembling a within-subjects design.
			D)	you have less control over extraneous variables with the pretest—posttest design than with the quasi-experimental design.

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15		A problem you need to be concerned with specifically when using a pretest—posttest design (as opposed to other designs) is
			A)	the possible effects of the pretest itself on subsequent performance.
			B)	the validity of the dependent variable.
			C)	the effect of the posttest on subsequent performance.
			D)	the range of the independent variable.

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16		A pretest—posttest design that allows you to test for possible sensitizing effects of a pretest is the
			A)	nonequivalent control group design.
			B)	Solomon four-group design.
			C)	Latin square design.
			D)	multiple pretest design.

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17		A developmental design that involves measuring different-aged participants at about the same time is the ________ design.
			A)	cross-sectional
			B)	longitudinal
			C)	cohort-generational
			D)	cohort-sequential

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18		In a cross-sectional design testing memory over the lifespan,_________may preclude drawing clear conclusions based on the observations made
			A)	subject mortality
			B)	a cross-generation problem
			C)	a generation effect
			D)	a multiple testing effect

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19		A developmental design that involves measuring the same participants over some period of time is the _________ design.
			A)	cross-sectional
			B)	quasi-developmental
			C)	experimental-developmental
			D)	longitudinal

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20		Cross-generation effects, subject mortality, and multiple testing effects are problems for which developmental design?
			A)	the cross-sectional design
			B)	the longitudinal design
			C)	the cohort-sequential design
			D)	all of the above

Circle the alternative that best completes the stem of each question.

21		The cohort-sequential design allows you to
			A)	test for the presence of generation effects.
			B)	eliminate generation effects.
			C)	reduce multiple testing effects.
			D)	draw causal inferences from a developmental design