Multiple choices vragen uit handboek Statistics for health sciences
1. Inleiding in de statistiek
1. What is the difference between a research question and a research hypothesis?
a) Usually research questions are more precise than hypotheses
b) Usually research questions are more vague than research hypotheses (X)
c) Usually research questions are exactly the same as research hypotheses
d) None of the above
2. What are the benefits of knowing about the previous research in a particular field of interest?
a) We can see how others have tackled similar research problems
b) We can see what other researchers have suggested needs following up in future research
c) It saves us undertaking research that may be pointless
d) All of the above (x)
3. According to the description of the research process in this chapter how do we decide whether
there is support for a particular research hypothesis?
a) We rely on previous research to test a new research hypothesis
b) We need to interview other researchers to see if they agree with our hypothesis
c) We design a study and then collect and analyse our data in such a way as to test our hypothesis (X)
d) We see if the research hypothesis makes logical sense
4. Which of the following constitute the main focus of interest for us when conducting quantitative
research?
a) Participants’ demographic details
b) The questionnaires that we use
c) Publishing our research
d) Variables (X)
5. Which of the following could be considered as a ratio level variable?
a) Occupation of participants
b) Time taken to complete a programme of physiotherapy (X)
,c) Ratings on a five-point scale for satisfaction with out-patient services
d) None of the above
6. Why is it that temperature scales cannot be classed as ratio level variables?
a) They are too complicated
b) They contain arbitrary intervals between adjacent values on the scales
c) There are too many scales for consistent measurements
d) They do not have a fixed/absolute zero (X)
7. In the scheme outlined in this chapter which of the following represents the correct ordering of
the levels of measurements?
a) Nominal, ordinal, interval, ratio (X)
b) Ordinal, ratio, interval, nominal
c) Ratio, ordinal, interval, nominal
d) Interval, nominal, ordinal, ratio
8. What is the defining characteristic of interval level data?
a) You can put the categories you have in order of magnitude
b) You have a fixed zero
c) You have categories which cannot be ordered in a meaningful way
d) You have equal intervals between adjacent points on the scale (X)
9. Correlational designs tell us about:
a) Differences between conditions
b) The causal relationships between variables
c) The relationships between variables (X)
d) None of the above
10. What is a quasi-experiment?
a) A study where you simply measure the relationship between two variables
b) A study where you are interested in the difference between intact groups (X)
c) A study where you randomly allocate participants to your experimental conditions
,d) A study looking at the reflexes of the hunchback of Notre Dame
11. In an RCT study how should you allocate your participants to experimental conditions?
a) Randomly (X)
b) By matching participants in each condition on the bases of demographic variables such as age
c) Put all those to volunteer first in one condition and then the remainder in the other condition
d) All of the above are appropriate ways of allocating participants to conditions
12. Why are confounding variables such a problem in research?
a) They are difficult for participants to give responses to
b) They make questionnaires too long for participants to complete
c) They lead to high attrition rates for studies
d) They make it difficult to draw conclusions about the relationships between the main variables in
the study (X)
13. In which of the following designs are you least likely to have a problem with confounding
variables?
a) Experimental designs (X)
b) Quasi-experimental designs
c) Correlational designs
d) Both a) and c) above
14. Which of the following designs are best for establishing causal links between variables?
a) Experimental designs (X)
b) Quasi-experimental designs
c) Correlational designs
d) Both a) and c) above
, 15. Take a look at the following scatterplot. What can you conclude about the relationship between
the two variables?
a) That there is a negative relationship between minutes spent with patients and painkillers taken
b) That there is no relationship between the two variables
c) That there is a positive relationship between minutes spent with patients and painkillers taken (X)
d) No conclusions can be drawn from this scattergram
2. Beschrijvende statistiek
1. Why are descriptive statistics so important?
a) They allow us to get to know our data
b) They allow us to assess our blind dates
c) They allow us to describe our data to others
d) Both a) and c) above (X)
2. Which of the following is not a measure of central tendency?
a) Mean
b) Range (X)
c) Mode
d) Median
3. If you wanted to plot the frequency of occurrence of the scores in your sample which of the
following would you use?
a) Box-plot
b) Line graph
c) Histogram (X)
d) None of the above
1. Inleiding in de statistiek
1. What is the difference between a research question and a research hypothesis?
a) Usually research questions are more precise than hypotheses
b) Usually research questions are more vague than research hypotheses (X)
c) Usually research questions are exactly the same as research hypotheses
d) None of the above
2. What are the benefits of knowing about the previous research in a particular field of interest?
a) We can see how others have tackled similar research problems
b) We can see what other researchers have suggested needs following up in future research
c) It saves us undertaking research that may be pointless
d) All of the above (x)
3. According to the description of the research process in this chapter how do we decide whether
there is support for a particular research hypothesis?
a) We rely on previous research to test a new research hypothesis
b) We need to interview other researchers to see if they agree with our hypothesis
c) We design a study and then collect and analyse our data in such a way as to test our hypothesis (X)
d) We see if the research hypothesis makes logical sense
4. Which of the following constitute the main focus of interest for us when conducting quantitative
research?
a) Participants’ demographic details
b) The questionnaires that we use
c) Publishing our research
d) Variables (X)
5. Which of the following could be considered as a ratio level variable?
a) Occupation of participants
b) Time taken to complete a programme of physiotherapy (X)
,c) Ratings on a five-point scale for satisfaction with out-patient services
d) None of the above
6. Why is it that temperature scales cannot be classed as ratio level variables?
a) They are too complicated
b) They contain arbitrary intervals between adjacent values on the scales
c) There are too many scales for consistent measurements
d) They do not have a fixed/absolute zero (X)
7. In the scheme outlined in this chapter which of the following represents the correct ordering of
the levels of measurements?
a) Nominal, ordinal, interval, ratio (X)
b) Ordinal, ratio, interval, nominal
c) Ratio, ordinal, interval, nominal
d) Interval, nominal, ordinal, ratio
8. What is the defining characteristic of interval level data?
a) You can put the categories you have in order of magnitude
b) You have a fixed zero
c) You have categories which cannot be ordered in a meaningful way
d) You have equal intervals between adjacent points on the scale (X)
9. Correlational designs tell us about:
a) Differences between conditions
b) The causal relationships between variables
c) The relationships between variables (X)
d) None of the above
10. What is a quasi-experiment?
a) A study where you simply measure the relationship between two variables
b) A study where you are interested in the difference between intact groups (X)
c) A study where you randomly allocate participants to your experimental conditions
,d) A study looking at the reflexes of the hunchback of Notre Dame
11. In an RCT study how should you allocate your participants to experimental conditions?
a) Randomly (X)
b) By matching participants in each condition on the bases of demographic variables such as age
c) Put all those to volunteer first in one condition and then the remainder in the other condition
d) All of the above are appropriate ways of allocating participants to conditions
12. Why are confounding variables such a problem in research?
a) They are difficult for participants to give responses to
b) They make questionnaires too long for participants to complete
c) They lead to high attrition rates for studies
d) They make it difficult to draw conclusions about the relationships between the main variables in
the study (X)
13. In which of the following designs are you least likely to have a problem with confounding
variables?
a) Experimental designs (X)
b) Quasi-experimental designs
c) Correlational designs
d) Both a) and c) above
14. Which of the following designs are best for establishing causal links between variables?
a) Experimental designs (X)
b) Quasi-experimental designs
c) Correlational designs
d) Both a) and c) above
, 15. Take a look at the following scatterplot. What can you conclude about the relationship between
the two variables?
a) That there is a negative relationship between minutes spent with patients and painkillers taken
b) That there is no relationship between the two variables
c) That there is a positive relationship between minutes spent with patients and painkillers taken (X)
d) No conclusions can be drawn from this scattergram
2. Beschrijvende statistiek
1. Why are descriptive statistics so important?
a) They allow us to get to know our data
b) They allow us to assess our blind dates
c) They allow us to describe our data to others
d) Both a) and c) above (X)
2. Which of the following is not a measure of central tendency?
a) Mean
b) Range (X)
c) Mode
d) Median
3. If you wanted to plot the frequency of occurrence of the scores in your sample which of the
following would you use?
a) Box-plot
b) Line graph
c) Histogram (X)
d) None of the above
