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(download pdf) Research Methods for the Behavioral Sciences 4th Edition Gravetter Test Bank full chapter
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1. In nonexperimental and quasi-experimental studies, different groups or conditions are defined in terms of ____.
a. independent variables
b. dependent variables
c. pre-existing participant variables or time
d. treatment conditions
ANSWER: c
DIFFICULTY: Moderate
REFERENCES: 10.1 Nonexperimental and Quasi-Experimental Research Strategies
LEARNING OBJECTIVES: GRAV.METH.16.10.01 - Define the experimental, nonexperimental, and quasi-experimental
research strategies and identify these strategies when they appear in a research report.
KEYWORDS: Bloom’s: Understand
3. Although nonexperiments resemble true experiments, they contain ____ and cannot ____.
a. threats to internal validity; generalize to other situations
b. threats to external validity; generalize to other situations
c. threats to internal validity; establish causal relationships
d. threats to external validity; establish causal relationships
ANSWER: c
DIFFICULTY: Difficult
REFERENCES: 10.1 Nonexperimental and Quasi-Experimental Research Strategies
LEARNING OBJECTIVES: GRAV.METH.16.10.01 - Define the experimental, nonexperimental, and quasi-experimental
research strategies and identify these strategies when they appear in a research report.
KEYWORDS: Bloom’s: Understand
5. The researcher is least likely to randomly assign individuals to treatment groups in which type of study?
a. between-subjects experiment
b. within-subjects experiment
c. nonequivalent group design
d. pre-post design
ANSWER: c
DIFFICULTY: Moderate
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.02 - Define a nonequivalent group design and identify examples of this
research design when it appears in a research report.
KEYWORDS: Bloom’s: Understand
7. A researcher introduces a new mathematics program in one school district and uses a neighboring district as a no-
treatment control group. After the program is in place for six months, the researcher intends to give the students in both
districts a standardized mathematics test and then compare their scores. This research cannot be classified as a true
experiment because ____.
a. the treatment is administered to only one group.
b. there is no pretest to determine mathematics ability before the program
c. the researcher does not control the assignment of participants to groups
d. it is not conducted in a laboratory
ANSWER: c
DIFFICULTY: Moderate
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.02 - Define a nonequivalent group design and identify examples of this
research design when it appears in a research report.
KEYWORDS: Bloom’s: Apply
8. Which threat occurs in nonequivalent group designs because the groups may have different participant characteristics?
a. history effects
b. instrumentation effects
c. regression toward the mean
d. assignment bias
ANSWER: d
DIFFICULTY: Moderate
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.03 - Explain how assignment bias threatens the internal validity of a
nonequivalent group design.
KEYWORDS: Bloom’s: Understand
9. A problem with nonequivalent group designs is that any differences found could be explained by differences in ____.
a. participant characteristics
b. history
c. instrumentation
d. testing effects
ANSWER: a
DIFFICULTY: Moderate
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.03 - Explain how assignment bias threatens the internal validity of a
nonequivalent group design.
KEYWORDS: Bloom’s: Analyze
11. Which research design is being used by a researcher comparing self-esteem scores for children from divorced families
versus scores for children from families with no divorce?
a. differential research design
b. pretest-only nonequivalent control group design
c. pretest-posttest nonequivalent control group design
d. time-series design
ANSWER: a
DIFFICULTY: Moderate
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.04 - Describe the two nonexperimental nonequivalent group designs
(differential research and the posttest-only nonequivalent control group design) and the
quasi-experimental nonequivalent group design (pretest–posttest nonequivalent control group
design), and identify examples of these designs when they appear in a research report.
KEYWORDS: Bloom’s: Apply
13. Last fall, a state college introduced a one-week study skills course for new freshmen students. At the end of the
academic year, the college compared the grades and dropout rate for their freshmen with the corresponding measurements
for freshmen at a neighboring state college. This study is an example of a ____.
a. posttest-only nonequivalent control group design
b. pretest-posttest nonequivalent control group design
c. differential research design
d. time-series design
ANSWER: a
DIFFICULTY: Difficult
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.04 - Describe the two nonexperimental nonequivalent group designs
(differential research and the posttest-only nonequivalent control group design) and the
quasi-experimental nonequivalent group design (pretest–posttest nonequivalent control group
design), and identify examples of these designs when they appear in a research report.
KEYWORDS: Bloom’s: Apply
14. A researcher introduces a new mathematics program in one school district and uses a neighboring district as a no-
treatment control group. Before the program begins, the students in both districts are given a standardized mathematics
test. After the program is in place for six months, the students are tested again and the researcher compares the before and
after scores for the two groups. This research study is classified as ____.
a. correlational
b. experimental
c. quasi-experimental
d. nonexperimental
ANSWER: c
DIFFICULTY: Difficult
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.04 - Describe the two nonexperimental nonequivalent group designs
(differential research and the posttest-only nonequivalent control group design) and the
quasi-experimental nonequivalent group design (pretest–posttest nonequivalent control group
design), and identify examples of these designs when they appear in a research report.
KEYWORDS: Bloom’s: Apply
15. What is one of the primary advantages of a pretest-posttest nonequivalent control group design, in comparison to other
nonequivalent group designs?
a. Posttest scores can help reduce threats from history effects.
b. Posttest scores can eliminate threats from history effects.
c. Pretest scores can help reduce the threat of assignment bias.
d. Pretest scores can eliminate the threat of assignment bias.
ANSWER: c
DIFFICULTY: Difficult
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.05 - Explain how a simple modification of the posttest-only
nonequivalent control group design increases internal validity and produces a quasi-
experimental design.
KEYWORDS: Bloom’s: Analyze
16. Differential history effects are a threat to internal validity for which of the following designs?
a. differential research design
b. one-group pretest–posttest design
c. pretest-posttest nonequivalent control group design
d. longitudinal design
ANSWER: c
DIFFICULTY: Difficult
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.05 - Explain how a simple modification of the posttest-only
nonequivalent control group design increases internal validity and produces a quasi-
experimental design.
KEYWORDS: Bloom’s: Analyze
17. A researcher comparing depression scores before and after treatment in one group of clients, is using a(n) ____.
a. pretest-posttest nonequivalent control group design
b. differential research design
c. pre-post design
d. post-test only nonequivalent control group design
ANSWER: c
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.06 - Define a pre–post design and identify examples of this research
design when it appears in a research report.
KEYWORDS: Bloom’s: Apply
18. The goal of the pre-post design is to examine the effects of treatment by measuring ____.
a. two groups before and after a treatment
b. two groups after a treatment
c. one group after a treatment
d. one group before and after a treatment
ANSWER: d
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.06 - Define a pre–post design and identify examples of this research
design when it appears in a research report.
KEYWORDS: Bloom’s: Understand
19. Some threats to internal validity are related to time and other threats are related to differences between groups. What is
a threat related to time?
a. history effects
b. assignment bias
c. selection bias
d. differential attrition
ANSWER: a
DIFFICULTY: Difficult
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.07 - Identify the threats to internal validity for pre–post designs.
KEYWORDS: Bloom’s: Analyze
21. The pre-post designs are similar to within-subjects designs; however, in a pre-post design, it is impossible to ____.
a. randomly assign participants
b. counterbalance order of treatments
c. control for differential effects
d. generalize the results
ANSWER: b
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.07 - Identify the threats to internal validity for pre–post designs.
KEYWORDS: Bloom’s: Understand
23. A clinical psychologist measures body satisfaction for a group of clients diagnosed with anorexia nervosa each day for
one week before and for one week after the psychologist begins a series of group therapy sessions. This is an example of
a(n) ____ design.
a. time-series
b. interrupted time-series
c. equivalent time-samples
d. pretest-posttest design
ANSWER: a
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.08 - Describe the nonexperimental pretest–posttest design and the
quasi-experimental time-series design, and identify examples of these designs when they
appear in a research report.
KEYWORDS: Bloom’s: Apply
25. What is one difference between a time-series design and an interrupted time-series design?
a. Time series examines the effect of a treatment and interrupted time series examines the effect of an outside
event.
b. Time series examines the effect of an outside event and interrupted time series examines the effect of a
treatment.
c. Time series involves several observations before and after the treatment/event and interrupted time series has
only one observation before and after.
d. Time series involves only one observation before and after the treatment/event and interrupted time series has
several observations before and after.
ANSWER: a
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.08 - Describe the nonexperimental pretest–posttest design and the
quasi-experimental time-series design, and identify examples of these designs when they
appear in a research report.
KEYWORDS: Bloom’s: Understand
26. In the ____ design, a researcher makes multiple observations before and after some event not manipulated by the
researcher.
a. time-series
b. interrupted time-series
c. longitudinal
d. cross-sectional
ANSWER: b
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.08 - Describe the nonexperimental pretest–posttest design and the
quasi-experimental time-series design, and identify examples of these designs when they
appear in a research report.
KEYWORDS: Bloom’s: Understand
27. A researcher records participants’ weights every Friday for three weeks prior to administering a diet education
program and for three weeks following the program. This study is an example of a(n) ____.
a. time-series design
b. interrupted time-series design
c. cross-sectional design
d. longitudinal design
ANSWER: a
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.08 - Describe the nonexperimental pretest–posttest design and the
quasi-experimental time-series design, and identify examples of these designs when they
appear in a research report.
KEYWORDS: Bloom’s: Apply
28. Last year, the state increased the speed limit on one section of highway from 55 to 65 mph. To evaluate the effect of
the change, a researcher gathered accident reports for six months before the change and for six months after the change.
This is an example of a(n) ____.
a. time-series design
b. interrupted time-series design
c. cross-sectional design
d. longitudinal design
ANSWER: b
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.08 - Describe the nonexperimental pretest–posttest design and the
quasi-experimental time-series design, and identify examples of these designs when they
appear in a research report.
KEYWORDS: Bloom’s: Apply
29. A series of observations before treatment allows a researcher to determine whether ____.
a. the treatment has a temporary effect
b. the treatment has a permanent effect
c. scores are influenced by assignment bias
d. scores are influenced by some factor unrelated to the treatment
ANSWER: d
DIFFICULTY: Difficult
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.09 - Explain how replacing the single observation before and after
treatment with a series of observations converts the pretest–posttest design into a quasi-
experimental time-series design by minimizing threats to internal validity.
KEYWORDS: Bloom’s: Analyze
31. A research study that evaluates changes in behavior related to age by examining different groups of individuals, with
each group representing a different age, is called a(n) ____.
a. time-series design
b. interrupted time-series design
c. cross-sectional developmental design
d. longitudinal developmental design
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 10.4 Developmental Research Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.010 - Define cross-sectional and longitudinal designs, identify these
designs when they appear in a research report, and describe the strengths and weaknesses of
each design.
KEYWORDS: Bloom’s: Understand
32. A research study that evaluates changes in behavior related to age over time by examining one group of participants
who are all roughly the same age is called a(n) ____.
a. time-series design
b. interrupted time-series design
c. cross-sectional developmental design
d. longitudinal developmental design
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 10.4 Developmental Research Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.010 - Define cross-sectional and longitudinal designs, identify these
designs when they appear in a research report, and describe the strengths and weaknesses of
each design.
KEYWORDS: Bloom’s: Understand
33. A researcher is examining cooperation between peers by observing children at six years, eight years, and ten years old.
If the researcher uses a cross-sectional design and obtains 20 scores for each age, how many children participated in the
entire study?
a. 20
b. 40
c. 60
d. 120
ANSWER: c
DIFFICULTY: Difficult
REFERENCES: 10.4 Developmental Research Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.010 - Define cross-sectional and longitudinal designs, identify these
designs when they appear in a research report, and describe the strengths and weaknesses of
each design.
KEYWORDS: Bloom’s: Analyze
34. A researcher studies language development by selecting a sample of two-year-old children, a sample of three-year-old
children, and a sample of four-year-old children. Each child’s language skill is measured and the researcher plans to
compare the scores for the three groups. This study is an example of a(n) ____.
a. time-series design
b. interrupted time-series design
c. cross-sectional developmental design
d. longitudinal developmental design
ANSWER: c
DIFFICULTY: Moderate
REFERENCES: 10.4 Developmental Research Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.010 - Define cross-sectional and longitudinal designs, identify these
designs when they appear in a research report, and describe the strengths and weaknesses of
each design.
KEYWORDS: Bloom’s: Apply
35. A cross-sectional developmental design is an example of the general category of ____ designs.
a. nonequivalent group
b. pretest-posttest
c. time-series
d. interrupted time-series
ANSWER: a
DIFFICULTY: Moderate
REFERENCES: 10.4 Developmental Research Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.010 - Define cross-sectional and longitudinal designs, identify these
designs when they appear in a research report, and describe the strengths and weaknesses of
each design.
KEYWORDS: Bloom’s: Analyze
36. A researcher studies language development by selecting a sample of two-year-old children and giving them a language
skill test. Each year for the next two years, the children are brought back and tested again. The researcher plans to
compare the children’s scores at age two, age three, and age four. This study is an example of a(n) ____.
a. time-series design
b. interrupted time-series design
c. cross-sectional developmental design
d. longitudinal developmental design
ANSWER: d
DIFFICULTY: Moderate
REFERENCES: 10.4 Developmental Research Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.010 - Define cross-sectional and longitudinal designs, identify these
designs when they appear in a research report, and describe the strengths and weaknesses of
each design.
KEYWORDS: Bloom’s: Analyze
37. A problem with a longitudinal design is that the results may be distorted by ____.
a. cohort effects
b. participant attrition
c. differential history effects
d. assignment bias
ANSWER: b
DIFFICULTY: Moderate
REFERENCES: 10.4 Developmental Research Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.010 - Define cross-sectional and longitudinal designs, identify these
designs when they appear in a research report, and describe the strengths and weaknesses of
each design.
KEYWORDS: Bloom’s: Understand
38. What is the appropriate statistical analysis for comparing non-numerical data for a differential design comparing
samples representing two populations?
a. independent-measures t test
b. repeated-measures t test
c. independent-measures analysis of variance
d. chi-square test for independence
ANSWER: d
DIFFICULTY: Moderate
REFERENCES: 10.5 Applications, Statistical Analysis, and Terminology for Nonexperimental, Quasi-
Experimental and Developmental Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.011 - Identify the statistical techniques that are appropriate for each
nonexperimental, quasi-experimental, and developmental design and explain the strengths
and weaknesses of two-group compared to multi-group designs.
KEYWORDS: Bloom’s: Apply
39. What is the appropriate statistical analysis for evaluating the after treatment mean difference for a posttest only
nonequivalent control group design?
a. independent-measures t test
b. repeated-measures t test
c. repeated-measures analysis of variance
d. chi-square test for independence
ANSWER: a
DIFFICULTY: Moderate
REFERENCES: 10.5 Applications, Statistical Analysis, and Terminology for Nonexperimental, Quasi-
Experimental and Developmental Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.011 - Identify the statistical techniques that are appropriate for each
nonexperimental, quasi-experimental, and developmental design and explain the strengths
and weaknesses of two-group compared to multi-group designs.
KEYWORDS: Bloom’s: Apply
40. In a differential research design, the participant characteristic that is used to define the groups is called a(n) ____
variable.
a. independent
b. dependent
c. quasi-independent
d. quasi-dependent
ANSWER: c
DIFFICULTY: Moderate
REFERENCES: 10.5 Applications, Statistical Analysis, and Terminology for Nonexperimental, Quasi-
Experimental and Developmental Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.012 - Explain how the terms quasi-independent variable and dependent
variable are used in nonexperimental, quasi-experimental, and developmental research.
KEYWORDS: Bloom’s: Understand
41. Nonexperimental research typically involves looking at differences between preexisting groups or at changes that
occur over time.
a. True
b. False
ANSWER: True
DIFFICULTY: Moderate
REFERENCES: 10.1 Nonexperimental and Quasi-Experimental Research Strategies
LEARNING OBJECTIVES: GRAV.METH.16.10.01 - Define the experimental, nonexperimental, and quasi-experimental
research strategies and identify these strategies when they appear in a research report.
KEYWORDS: Bloom’s: Understand
42. Nonexperimental studies always contain a threat to internal validity, which means that these studies cannot establish
unambiguous cause-and-effect relationships.
a. True
b. False
ANSWER: True
DIFFICULTY: Moderate
REFERENCES: 10.1 Nonexperimental and Quasi-Experimental Research Strategies
LEARNING OBJECTIVES: GRAV.METH.16.10.01 - Define the experimental, nonexperimental, and quasi-experimental
research strategies and identify these strategies when they appear in a research report.
KEYWORDS: Bloom’s: Understand
43. Quasi-experimental studies attempt to minimize threats to validity but nonexperimental studies make little or no
attempt.
a. True
b. False
ANSWER: True
DIFFICULTY: Moderate
REFERENCES: 10.1 Nonexperimental and Quasi-Experimental Research Strategies
LEARNING OBJECTIVES: GRAV.METH.16.10.01 - Define the experimental, nonexperimental, and quasi-experimental
research strategies and identify these strategies when they appear in a research report.
KEYWORDS: Bloom’s: Understand
44. The concept of nonequivalent groups means that the number of participants is different from one group to another.
a. True
b. False
ANSWER: False
DIFFICULTY: Moderate
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.02 - Define a nonequivalent group design and identify examples of this
research design when it appears in a research report.
KEYWORDS: Bloom’s: Understand
45. History effects occur in nonequivalent group designs because the groups probably have different participant
characteristics.
a. True
b. False
ANSWER: False
DIFFICULTY: Moderate
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.03 - Explain how assignment bias threatens the internal validity of a
nonequivalent group design.
KEYWORDS: Bloom’s: Understand
47. A research study that compared married men, divorced men, and single adult men is an example of the differential
research design.
a. True
b. False
ANSWER: True
DIFFICULTY: Moderate
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.04 - Describe the two nonexperimental nonequivalent group designs
(differential research and the posttest-only nonequivalent control group design) and the
quasi-experimental nonequivalent group design (pretest–posttest nonequivalent control group
design), and identify examples of these designs when they appear in a research report.
KEYWORDS: Bloom’s: Apply
48. The posttest-only nonequivalent control group design comes close to being a true experiment and is therefore is a
quasi-experimental design.
a. True
b. False
ANSWER: False
DIFFICULTY: Difficult
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.04 - Describe the two nonexperimental nonequivalent group designs
(differential research and the posttest-only nonequivalent control group design) and the
quasi-experimental nonequivalent group design (pretest–posttest nonequivalent control group
design), and identify examples of these designs when they appear in a research report.
KEYWORDS: Bloom’s: Analyze
49. The pretest-posttest nonequivalent control group design reduces the threat of assignment bias and limits time-related
threats and therefore is a quasi-experimental design.
a. True
b. False
ANSWER: True
DIFFICULTY: Difficult
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.05 - Explain how a simple modification of the posttest-only
nonequivalent control group design increases internal validity and produces a quasi-
experimental design.
KEYWORDS: Bloom’s: Analyze
50. One group is measured before and after a treatment in a typical pre-post study.
a. True
b. False
ANSWER: True
DIFFICULTY: Easy
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.06 - Define a pre–post design and identify examples of this research
design when it appears in a research report.
KEYWORDS: Bloom’s: Understand
51. The internal validity of the pre-post designs is threatened by threats related to time.
a. True
b. False
ANSWER: True
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.07 - Identify the threats to internal validity for pre–post designs.
KEYWORDS: Bloom’s: Understand
52. In a pretest-posttest design, a researcher makes multiple observations before and after the introduction of a treatment.
a. True
b. False
ANSWER: False
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.08 - Describe the nonexperimental pretest–posttest design and the
quasi-experimental time-series design, and identify examples of these designs when they
appear in a research report.
KEYWORDS: Bloom’s: Understand
55. A researcher in Mississippi measured visits to the school counselor for a group of students for three weeks in the
spring. In the fall, immediately after a major hurricane, the researcher again measured the students’ counselor visits to see
if there had been any change. This researcher is using an interrupted time-series design.
a. True
b. False
ANSWER: True
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.08 - Describe the nonexperimental pretest–posttest design and the
quasi-experimental time-series design, and identify examples of these designs when they
appear in a research report.
KEYWORDS: Bloom’s: Apply
56. A differential research design comes closer to being a true experiment that other similar designs.
a. True
b. False
ANSWER: False
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.09 - Explain how replacing the single observation before and after
treatment with a series of observations converts the pretest–posttest design into a quasi-
experimental time-series design by minimizing threats to internal validity.
KEYWORDS: Bloom’s: Analyze
57. A cross-sectional design comparing three different ages would require three separate groups of participants.
a. True
b. False
ANSWER: True
DIFFICULTY: Easy
REFERENCES: 10.4 Developmental Research Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.010 - Define cross-sectional and longitudinal designs, identify these
designs when they appear in a research report, and describe the strengths and weaknesses of
each design.
KEYWORDS: Bloom’s: Understand
58. The changes that occur as a person ages from child to adult to elderly are called cohort effects.
a. True
b. False
ANSWER: False
DIFFICULTY: Moderate
REFERENCES: 10.4 Developmental Research Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.010 - Define cross-sectional and longitudinal designs, identify these
designs when they appear in a research report, and describe the strengths and weaknesses of
each design.
KEYWORDS: Bloom’s: Understand
59. A repeated-measures analysis of variance is the appropriate statistical analysis for comparing mean differences for a
differential design comparing samples representing three populations.
a. True
b. False
ANSWER: False
DIFFICULTY: Moderate
REFERENCES: 10.5 Applications, Statistical Analysis, and Terminology for Nonexperimental, Quasi-
Experimental and Developmental Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.011 - Identify the statistical techniques that are appropriate for each
nonexperimental, quasi-experimental, and developmental design and explain the strengths
and weaknesses of two-group compared to multi-group designs.
KEYWORDS: Bloom’s: Apply
61. Describe the similarities and differences between experiments and nonexperiments or quasi-experiments.
ANSWER: Nonexperimental and quasi-experimental studies are similar to experiments in terms of their
general structure. Nonexperiments and quasi-experiments, like experiments, involve
comparing groups of scores. However, only in an experiment does a researcher create
treatment conditions by manipulating an independent variable. Although nonexperiments and
quasi-experiments resemble experiments, they contain a confounding variable or other threat
to internal validity that is an integral part of the design. Therefore, these studies cannot
establish unambiguous cause and effect relationships.
DIFFICULTY: Easy
REFERENCES: 10.1 Nonexperimental and Quasi-Experimental Research Strategies
LEARNING OBJECTIVES: GRAV.METH.16.10.01 - Define the experimental, nonexperimental, and quasi-experimental
research strategies and identify these strategies when they appear in a research report.
KEYWORDS: Bloom’s: Understand
63. Describe the fundamental flaw that prevents a nonequivalent group design from being a true experiment. (That is, why
can’t these designs produce an unambiguous cause-and-effect explanation?) Explain how the pretest scores in a pretest-
posttest nonequivalent control group design help reduce this problem.
ANSWER: The basic flaw with a nonequivalent group design is that there is no assurance that the
different groups in the study were equivalent before the treatments were administered. As a
result, there are always two possible explanations for any differences that may be found
between treatments: the differences may be caused by the treatments or the differences may
have existed before the treatments were introduced. This problem is reduced by the pretest
measurements in a pretest-posttest nonequivalent control group design. If the two groups
have similar pretest scores, then you have some assurance that the two groups are equivalent,
at least for the variable being measured.
DIFFICULTY: Moderate
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.03 - Explain how assignment bias threatens the internal validity of a
nonequivalent group design.
KEYWORDS: Bloom’s: Understand
64. Describe the fundamental flaw that prevents a pre-post design from being a true experiment. (That is, why can’t these
designs produce an unambiguous cause-and-effect explanation?) Explain how the series of observations before the
treatment help reduce this problem.
ANSWER: The basic flaw with a pre-post design is that the observations take place over time, which
means that other events that change over time have an opportunity to influence the results.
For example, a typical time-series study compares observations before treatment with
observations after treatment. Although the treatment may be responsible for causing a
difference between the two sets of observations, it also is possible that other, time-related
factors may have caused the scores to change. Thus, there are always two possible
explanations for the differences that are found in a time-series study. This problem is reduced
if the study uses a series of observations before the treatment is administered. If outside
factors such as history or maturation are influencing the scores, the influence should be seen
in the pretest series of observations. If there are no differences among the pretest
observations, you can be more confident that outside factors are not affecting the data.
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.07 - Identify the threats to internal validity for pre–post designs.
KEYWORDS: Bloom’s: Understand
65. Describe the similarities and differences between time-series and interrupted time-series designs.
ANSWER: Both time-series designs require a series of observations for each participant before and after
a treatment or event. Both designs are quasi-experimental designs. In the time-series design,
the event that occurs in the middle of the series of observations is actually a treatment
manipulated or administered by the researcher. In contrast, in the interrupted time-series
design, the researcher does not manipulate the intervening event. This design can be used to
evaluate the influence of outside events such as natural disasters.
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.08 - Describe the nonexperimental pretest–posttest design and the
quasi-experimental time-series design, and identify examples of these designs when they
appear in a research report.
KEYWORDS: Bloom’s: Understand
66. Describe how the relationship between memory ability and age could be examined using a cross-sectional design.
How would the relationship be examined with a longitudinal design?
ANSWER: Cross-sectional study would compare separate groups of participants, for example, a group of
60-year-old adults, a group of 70-year-old adults, and a group of 80-year-old adults. Memory
ability would be measured for all three groups and the scores would be compared. The
corresponding longitudinal study would evaluate memory ability for one group of
participants at three different times: first when they are 60 years old, again when they are 70
years old, and finally when they are 80 years old.
DIFFICULTY: Difficult
REFERENCES: 10.4 Developmental Research Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.010 - Define cross-sectional and longitudinal designs, identify these
designs when they appear in a research report, and describe the strengths and weaknesses of
each design.
KEYWORDS: Bloom’s: Apply
67. Describe the strengths and weaknesses of cross-sectional and longitudinal research.
ANSWER: The advantages of the cross-sectional study include that the data can be collected in a short
period of time and it does not require long-term cooperation between the researchers and the
participant. The disadvantages of the cross-sectional study include that individual changes
cannot be assessed and the problem of cohort or generation effects. The advantages of the
longitudinal study include the ability to assess individual change. The disadvantages of
longitudinal research include that it is time consuming, bias can be created when participants
drop out of the study, and the potential for practice effects.
DIFFICULTY: Moderate
REFERENCES: 10.4 Developmental Research Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.010 - Define cross-sectional and longitudinal designs, identify these
designs when they appear in a research report, and describe the strengths and weaknesses of
each design.
KEYWORDS: Bloom’s: Evaluate
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