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

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

1		In a between-subjects design,
			A)	all subjects receive every level of the independent variable.
			B)	one or a few subjects are studied extensively at all levels of the independent variable.
			C)	each subject receives only one level of the independent variable.
			D)	data are analyzed by plotting the performances of single subjects

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

2		Within-subjects designs differ from between-subjects designs in that
			A)	only one group of subjects is used.
			B)	only one subject participates at each level of the independent variable.
			C)	only variables “within” the subject are examined, such as heart rate.
			D)	all of the above

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

3		Unwanted variations in environmental conditions and subject characteristics that affect your dependent variable
			A)	do not affect the results of between-subjects designs.
			B)	constitute the independent variable.
			C)	produce error variance.
			D)	be completely eliminated through proper experimental design.

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4		Error variance comes from
			A)	differences between subjects in their characteristics.
			B)	moment-to-moment changes in subject characteristics.
			C)	environmental conditions that are not absolutely constant.
			D)	all of the above

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

5		To deal with the effects of error variance in a between-subjects design, you can
			A)	attempt to hold extraneous variables constant.
			B)	increase the effectiveness of your independent variable.
			C)	randomize error variance across groups.
			D)	all of the above

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6		You assess the reliability of effects in between-subjects designs by
			A)	using inferential statistics.
			B)	comparing a single subject’s performance across repeated exposures to the same level of the independent variable.
			C)	checking whether the samples adequately represent the population.
			D)	all of the above

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7		A limitation of the randomized two-group design is that you
			A)	cannot determine whether the independent variable has a reliable effect.
			B)	must use extremely large groups of subjects to detect an effect of your independent variable.
			C)	do not learn much about the function relating the independent and dependent variables.
			D)	cannot apply parametric inferential statistics to the data.

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8		Your between-subjects design manipulates a single variable across several quantitative levels. It would be described as a __________________________ design.
			A)	two-group
			B)	single-factor parametric
			C)	single-factor nonparametric
			D)	factorial

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9		The multiple control group design is used when
			A)	a single control group is not adequate to rule out alternative explanations for your results.
			B)	the level of a drug is the independent variable.
			C)	a placebo control group would not be a good idea.
			D)	multiple t tests will be used to analyze the data.

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10		An advantage of using matching rather than simple random assignment to form your groups is that
			A)	matching reduces error due to subject differences.
			B)	matching is easier to do than randomization.
			C)	matching eliminates any possible correlation between the scores in the two treatments.
			D)	all of the above

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11		A disadvantage of matched groups design is that
			A)	you must take the extra step of matching subjects prior to assigning them to groups.
			B)	matching will improve the sensitivity of the experiment only if the matched characteristic has a relatively large effect on the dependent variable.
			C)	you must be sure that the instrument you use to determine the match is valid and reliable.
			D)	all of the above.

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12		In a within-subjects experiment, you
			A)	randomly assign subjects to different treatment groups.
			B)	examine the individual performance of a single subject across several treatments.
			C)	expose a single group of subjects to all the treatments.
			D)	ask participants to report what is going on “within” their minds.

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13		An advantage of the within-subjects design is that it
			A)	tends to be more powerful than the equivalent between-subjects design.
			B)	eliminates the problem of carryover effects.
			C)	is less susceptible to confounding than other designs
			D)	all of the above

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14		When using a within-subjects design (as opposed to a between-subjects design), you can often
			A)	make do with fewer subjects.
			B)	increase the power of your experiment.
			C)	reduce error variance.
			D)	all of the above

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15		A disadvantage of using a within-subjects design (as opposed to a between-subjects design) is that
			A)	each subject must spend more time in the experiment.
			B)	carryover effects must be controlled for.
			C)	participant attrition may be a more serious problem.
			D)	all of the above

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16		If subjects are exposed to a treatment that alters the subjects’ responses to a subsequent treatment, the data suffer from
			A)	response differential.
			B)	carryover.
			C)	external validity.
			D)	internal validity.

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17		If you are told that break-ins are occurring in your neighborhood during the night, then house noises you used to ignore may now awaken you. This phenomenon is called
			A)	adaptation.
			B)	habituation.
			C)	sensitization.
			D)	contrast.

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18		A completely counterbalanced design deals with order effects by
			A)	averaging them out across treatments.
			B)	eliminating them.
			C)	including only some of the possible treatment orders, with the restriction that each treatment appear in each position an equal number of times.
			D)	reducing them to tolerable levels through instructions to the participants.

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19		If you make the number of treatment orders in your design equal to the number of treatments, you can use a _______________________ design to keep each treatment appearing an equal number of times at each ordinal position.
			A)	completely counterbalanced
			B)	nested
			C)	mixed
			D)	Latin square

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20		Counterbalancing can be counted on to control order effects only if
			A)	the order effects induced by different orders are of different magnitudes.
			B)	the order effects induced by different orders are of the same approximate magnitude.
			C)	order effects are vanishingly small compared to the treatment effects.
			D)	adaptation or habituation is responsible for the order effects.

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21		The most serious asymmetry in carryover effects occurs when a treatment produces
			A)	habituation.
			B)	fatigue.
			C)	sensitization.
			D)	irreversible changes.

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22		Making treatment order an independent variable enables you to
			A)	eliminate carryover effects.
			B)	reduce the effects of sensitization and fatigue.
			C)	measure the size of any carryover effect.
			D)	decrease the number of subjects required by your design.

Circle the alternative that best

23		To deal with carryover effects, you can
			A)	counterbalance the order of treatments.
			B)	make treatment order an independent variable.
			C)	take steps to reduce carryover.
			D)	all of the above

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24		A strong carryover effect can be a problem with within-subjects designs. If you wish to retain some of the advantage of the within-subject design but must avoid carryover, you should substitute a ________________________ design.
			A)	factorial between-subjects design.
			B)	matched groups design.
			C)	randomized groups design.
			D)	correlational design.

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25		An experiment exposes all participants to five advertising styles (in counterbalanced order) and assesses desire for the product following each exposure. The experiment follows a _____________________ within-subjects design.
			A)	single-factor, multilevel
			B)	five-factor factorial
			C)	nested
			D)	multivariate

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26		In a factorial design, if the effect of Variable A (on the dependent measure) changes with the level of Variable B, then
			A)	the results are hopelessly confounded.
			B)	an interaction is present.
			C)	there are no main effects of the two independent variables.
			D)	the dependent variable is insensitive.

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

27		A serious problem with using factorial designs having a large number of factors is that
			A)	they require a large number of subjects.
			B)	the complex interactions that may emerge are difficult to interpret.
			C)	there are no statistical analyses available for such designs.
			D)	both a and b

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28		You plan to conduct a factorial experiment in which there are three levels of Factor A and four levels of Factor B. You intend to use 10 subjects per group. How many subjects will you need for the experiment?
			A)	10
			B)	70
			C)	120
			D)	240

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29		A multivariate design always includes
			A)	several levels of the independent variable.
			B)	two or more dependent variables.
			C)	two or more independent variables.
			D)	all of the above

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

30		The best way to deal with a confounding variable is to
			A)	use a multivariate design.
			B)	use a within-subjects design.
			C)	choose the most powerful statistic possible.
			D)	exercise care when designing an experiment.