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1 | |
In an independent groups design, a separate group of people serves as the control group. In the repeated measures design, |
| | A) | there is no control. |
| | B) | participants serve as their own controls. |
| | C) | all participants participate in one condition of the experiment. |
| | D) | test-retest reliability is the main goal of the research. |
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2 | |
Researchers may choose to use a repeated measures design when |
| | A) | they have too many participants who want to participate in the research. |
| | B) | they wish to examine participants’ behavior at one point in time. |
| | C) | the experimental conditions take a long time to implement. |
| | D) | they expect the effect of the independent variable to be small. |
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3 | |
A sensitive experiment is one that |
| | A) | has several conditions of the independent variable. |
| | B) | examines individual differences variables. |
| | C) | can detect even a small effect of an independent variable. |
| | D) | has a great deal of error variation. |
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4 | |
The critical difference between a repeated measures design experiment and a longitudinal survey design is that |
| | A) | an independent variable is manipulated in the repeated measures design. |
| | B) | an independent variable is manipulated in the longitudinal survey design. |
| | C) | the research goal of the repeated measures design is to establish test-retest reliability. |
| | D) | a correlation coefficient is the main statistical test in the repeated measures design. |
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5 | |
The general term to describe changes people undergo with repeated testing in repeated measures designs is |
| | A) | anticipation effects. |
| | B) | counterbalancing. |
| | C) | practice effects. |
| | D) | differential transfer. |
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6 | |
A researcher compares students’ performance using a new learning strategy to their performance using the old strategy. Students’ performance is first tested with the old strategy, followed by the new strategy. The results indicate that students perform better with the new strategy. These results |
| | A) | indicate that teachers should use the new strategy. |
| | B) | are uninterpretable due to the confounding with practice effects. |
| | C) | the order of the two learning strategies does not matter. |
| | D) | all of the above |
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7 | |
In the complete repeated measures design individuals participate in each condition of the experiment _________ once, and in the incomplete repeated measures design individuals participate in each condition __________ once. |
| | A) | more than, only |
| | B) | only, more than |
| | C) | more than, more than |
| | D) | only, only |
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8 | |
Which of the following counterbalancing techniques should be used when participants experience all eight brief conditions of an independent variable 10 times each? |
| | A) | ABBA counterbalancing |
| | B) | all possible orders |
| | C) | selected orders (e.g., Latin Square) |
| | D) | block randomization |
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9 | |
Suppose a researcher uses the following selected orders in an incomplete repeated measures design with four experimental conditions (A, B, C, D). Which counterbalancing strategy has the researcher selected?
| 1st | 2nd | 3rd | 4th |
| | B | A | C | D | | A | D | B | C | | D | C | A | B | | C | B | D | A |
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| | A) | all possible orders |
| | B) | Latin Square |
| | C) | ABBA counterbalancing |
| | D) | block randomization |
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10 | |
The most serious problem in any repeated measures design is |
| | A) | nonlinear practice effects. |
| | B) | error variation. |
| | C) | individual differences among participants. |
| | D) | differential transfer. |
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