PSYC2001 Final Exam with verified detailed solutions || || || || || ||
The critical consumer || ||
The study about pasta was published from a researcher form Cornell who has come under scrutiny
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for research misconduct
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Experimental research design || ||
A research strategy that attempts to establish the existence of a cause-and-effect relationship
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between two variables by manipulating one variable while measuring the second variable and
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controlling all other variables || || ||
Situational IV ||
Different features of the environment || || || ||
Task IV ||
Asked to do different tasks || || || ||
Instructional IV ||
Ask different groups of participants to perform the same task in different ways
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Levels of an independent variable || || || ||
In a typical psychology experiment there are at least 2 levels of an independent variable (there can
|| || || || || || || || || || || || || || || ||
be more than just 2)
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Manipulation check ||
Questions in a study that allow the researcher to assess the effectiveness of the manipulation
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Control variable ||
Any variable that is purposely held constant by the researcher
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Random assignment ||
A procedure in which a random process is used to assign participants to treatment conditions
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Matching
The assignment of individual's to groups so that a specific variable is balanced or matched across
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the groups ||
Statistical control ||
, It is possible to mathematically remove the contribution of a variable
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Experimental confounds ||
Time of day, location, and testing conditions
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Posttest-only design ||
Participants are randomly assigned to levels of the independent variable and are measured on the
|| || || || || || || || || || || || || || ||
DV once ||
Pretest/posttest design ||
Participants are randomly assigned to the levels of the IV and measured on the DV twice: once || || || || || || || || || || || || || || || || ||
before the manipulation and once after|| || || || ||
Within groups ||
A research design in which the different groups of scores are all obtained from the same group of
|| || || || || || || || || || || || || || || || || ||
participants. All participants experience all levels of the IV || || || || || || || ||
Design confound ||
An experimenters mistake in designing the IV, it is a second variable that varies systematically
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along with the IV and provides an alternative explanation for the results
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Selection effects ||
Being exposed to one condition changes how participants react to other conditions
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Practice effects ||
A long sequence allows participants to get better at the task or to get bored/tired
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Carryover effects ||
Some form of contamination carries over from one condition to the next
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Counter balancing ||
Present the levels of the IV to participants in different sequences, the goal is to use every possible
|| || || || || || || || || || || || || || || || || ||
order of treatments with an equal number of individual's participating in each sequence
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Maturation effects ||
Threat to internal validity in pretest/posttest designs, it is when changes in participants behaviour
|| || || || || || || || || || || || || ||
occur because of the passage of time and not because of the treatment of manipulation
|| || || || || || || || || || || || || ||
History effects ||
The critical consumer || ||
The study about pasta was published from a researcher form Cornell who has come under scrutiny
|| || || || || || || || || || || || || || ||
for research misconduct
|| || ||
Experimental research design || ||
A research strategy that attempts to establish the existence of a cause-and-effect relationship
|| || || || || || || || || || || || ||
between two variables by manipulating one variable while measuring the second variable and
|| || || || || || || || || || || || ||
controlling all other variables || || ||
Situational IV ||
Different features of the environment || || || ||
Task IV ||
Asked to do different tasks || || || ||
Instructional IV ||
Ask different groups of participants to perform the same task in different ways
|| || || || || || || || || || || ||
Levels of an independent variable || || || ||
In a typical psychology experiment there are at least 2 levels of an independent variable (there can
|| || || || || || || || || || || || || || || ||
be more than just 2)
|| || || || ||
Manipulation check ||
Questions in a study that allow the researcher to assess the effectiveness of the manipulation
|| || || || || || || || || || || || || ||
Control variable ||
Any variable that is purposely held constant by the researcher
|| || || || || || || || ||
Random assignment ||
A procedure in which a random process is used to assign participants to treatment conditions
|| || || || || || || || || || || || || ||
Matching
The assignment of individual's to groups so that a specific variable is balanced or matched across
|| || || || || || || || || || || || || || || ||
the groups ||
Statistical control ||
, It is possible to mathematically remove the contribution of a variable
|| || || || || || || || || ||
Experimental confounds ||
Time of day, location, and testing conditions
|| || || || || ||
Posttest-only design ||
Participants are randomly assigned to levels of the independent variable and are measured on the
|| || || || || || || || || || || || || || ||
DV once ||
Pretest/posttest design ||
Participants are randomly assigned to the levels of the IV and measured on the DV twice: once || || || || || || || || || || || || || || || || ||
before the manipulation and once after|| || || || ||
Within groups ||
A research design in which the different groups of scores are all obtained from the same group of
|| || || || || || || || || || || || || || || || || ||
participants. All participants experience all levels of the IV || || || || || || || ||
Design confound ||
An experimenters mistake in designing the IV, it is a second variable that varies systematically
|| || || || || || || || || || || || || || ||
along with the IV and provides an alternative explanation for the results
|| || || || || || || || || || ||
Selection effects ||
Being exposed to one condition changes how participants react to other conditions
|| || || || || || || || || || ||
Practice effects ||
A long sequence allows participants to get better at the task or to get bored/tired
|| || || || || || || || || || || || || ||
Carryover effects ||
Some form of contamination carries over from one condition to the next
|| || || || || || || || || || ||
Counter balancing ||
Present the levels of the IV to participants in different sequences, the goal is to use every possible
|| || || || || || || || || || || || || || || || || ||
order of treatments with an equal number of individual's participating in each sequence
|| || || || || || || || || || || ||
Maturation effects ||
Threat to internal validity in pretest/posttest designs, it is when changes in participants behaviour
|| || || || || || || || || || || || || ||
occur because of the passage of time and not because of the treatment of manipulation
|| || || || || || || || || || || || || ||
History effects ||
