Week 8 Study Quiz

Question 1
0.5 pts
Match each term with its definition/description.
Group of answer choices
Between subjects design

[ Choose ]
experimental design with different groups of people for each condition
experimental design with the same group of people in both conditions.
a random process is used to assign participants to groups
personal characteristics that differ from one participant to another
when a particiapant withdraws from a study before it is completed
a random process is used to assign participants to groups in such a manner that the groups will have equal sizes
assign individuals to groups such that they are balanced as much as possible for a particular variable.
Within subjects design

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[ Choose ]
experimental design with different groups of people for each condition
experimental design with the same group of people in both conditions.
a random process is used to assign participants to groups
personal characteristics that differ from one participant to another
when a particiapant withdraws from a study before it is completed
a random process is used to assign participants to groups in such a manner that the groups will have equal sizes
assign individuals to groups such that they are balanced as much as possible for a particular variable.
Individual differences

[ Choose ]
experimental design with different groups of people for each condition
experimental design with the same group of people in both conditions.
a random process is used to assign participants to groups
personal characteristics that differ from one participant to another
when a particiapant withdraws from a study before it is completed
a random process is used to assign participants to groups in such a manner that the groups will have equal sizes
assign individuals to groups such that they are balanced as much as possible for a particular variable.
Matching

[ Choose ]
experimental design with different groups of people for each condition
experimental design with the same group of people in both conditions.
a random process is used to assign participants to groups
personal characteristics that differ from one participant to another
when a particiapant withdraws from a study before it is completed
a random process is used to assign participants to groups in such a manner that the groups will have equal sizes
assign individuals to groups such that they are balanced as much as possible for a particular variable.
Random assignment

[ Choose ]
experimental design with different groups of people for each condition
experimental design with the same group of people in both conditions.
a random process is used to assign participants to groups
personal characteristics that differ from one participant to another
when a particiapant withdraws from a study before it is completed
a random process is used to assign participants to groups in such a manner that the groups will have equal sizes
assign individuals to groups such that they are balanced as much as possible for a particular variable.
Restricted random assignment

[ Choose ]
experimental design with different groups of people for each condition
experimental design with the same group of people in both conditions.
a random process is used to assign participants to groups
personal characteristics that differ from one participant to another
when a particiapant withdraws from a study before it is completed
a random process is used to assign participants to groups in such a manner that the groups will have equal sizes
assign individuals to groups such that they are balanced as much as possible for a particular variable.
Attrition

[ Choose ]
experimental design with different groups of people for each condition
experimental design with the same group of people in both conditions.
a random process is used to assign participants to groups
personal characteristics that differ from one participant to another
when a particiapant withdraws from a study before it is completed
a random process is used to assign participants to groups in such a manner that the groups will have equal sizes
assign individuals to groups such that they are balanced as much as possible for a particular variable.

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Question 2
0.5 pts
__________ is when the control group learns what the treatment group is receiving and wants that same treatment.
Group of answer choices
Non-systematic bias
None of the above/below
Hickson Confound
Dynamic kurtosis
Diffusion
Compensatory equalization

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Question 3
0.5 pts
In _________ there is only one independent variable and it has only two levels.
Group of answer choices
Two-group design
Single factor multiple-group design
Factorial design
Between subjects design
Within subjects design
Longitudinal design

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Question 4
0.5 pts
In _________ there is only one independent variable and it has only more than levels.
Group of answer choices
Two-group design
Within subjects design
Factorial design
Longitudinal Design
Single factor multiple-group design
Between subjects design

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Question 5
0.5 pts
John is testing if cocaine causes increased locomotor activity. He gives 4 rats a dose of cocaine, and another 4 rats a placebo injection. Then he measures locomotor activity compares the two different groups of rats. What type of design is John using?
Group of answer choices
Between subjects Two-group design
Within subjects factorial design
Within subjects multiple-group design
Between subjects factorial design
Within subjects Two group design
Between subjects multiple-group design

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Question 6
0.5 pts
____________ is one of the largest and ever-present concerns with a between subjects design.
Group of answer choices
Artifact bias
Between treatment variance
Individual differences and assignment bias
None of the above/below
Carry over effects
Holding extraneous variable constant

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Question 7
0.5 pts
When using a between subjects design, one needs to be concern about/aware of the following aspects:
Group of answer choices
Differential attrition
Communication between the groups
All of the above/below
Assignment bias
Individual differences
Minimizing Variance within treatments

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Question 8
0.5 pts
When you have a between subjects, two-group design and you want to compare the mean values you need to use which statistical test?
Group of answer choices
Dependent samples/repeated measrues t-test
Pearson correlation
Chi squared goodness of fit
Independent samples t-test
Spearman correlation
Multiple regression

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Question 9
0.5 pts
_________ are scores from unique participants that are not statistically dependent on another participants scores.
Group of answer choices
None of the above/below
Statistical Scores
Difference Scores
Pearson Scores
Quasi Scores
Independent Scores

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Question 10
0.5 pts
Select the correct null hypothesis for a two tailed independent samples t-test.
Group of answer choices
μ1 > μ2
μ1 < μ2
μ ≠ 0
μ = 0
μ1 = μ2
μ1 ≠ μ2

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Question 11
0.5 pts
The relationship between within group variance and power can best be described as:
Group of answer choices
As variance increases power decreases
As variance increases power does not change
As variance increases power increases
None of the above/below
As variance increases power first decreases then increases
As variance increases power first increases then decreases

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Question 12
0.5 pts
The relationship between effect size and power can best be described as:
Group of answer choices
As effect size increases power first increases then decreases
As effect size increases power first decreases then increases
As effect size increases power does not change
As effect size increases power decreases
As effect size increases power increases
None of the above/below

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Question 13
0.5 pts
] The estimated standard error of the mean difference can be interpreted as:
Group of answer choices
How big of a difference we should expect between two sample means coming from the same population on average
How big of a difference we should expect between a sample statistic and a population parameter
How big of a difference we should expect between a population mean and a sample mean on average
None of the above/below
The rate of change between the gamma coefficient and the phi coefficient
How big of a difference we should expect between the sample standard deviation and the population standard deviation on average

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Use the following information to answer the remainder of the questions. Abner is conducting research on the effects of note taking methods on learning. He assigns 15 people to take verbatim notes on a lecture, and then a different 15 people to take generative notes where they have to summarize the content on the same lecture. Then he examines the scores of his two different groups on a multiple choice test over the lecture. He finds that the verbatim notes group has a mean of 29.87 and a sum of squares of 703.33. The generative notes group has a mean of 43.4 and a sum of squares of 471.6. Conduct an independent samples t-test for Abner with a two tailed alpha level of .01.

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Question 14
0.5 pts
What is Abner’s pooled variance (error margin = 0.5)?

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Question 15
0.5 pts
What are the degrees of freedom for the verbatim notes group (error margin = 0.1)?

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Question 16
0.5 pts
What are the degrees of freedom for the entire independent samples t-test (error margin = 0.1)?

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Question 17
0.5 pts
What is Abner’s estimated standard error of the mean difference (use the pooled variance method; error margin = 0.3)?

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Question 18
0.5 pts
What is the absolute value of Abner’s critical values (error margin = 0.1)?

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Question 19
0.5 pts
What is the absolute value of Abner’s observed test statistics (i.e., his t observed; error margin = 0.5)?

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Question 20
0.5 pts
How should Abner report his results?
Group of answer choices
The verbatim notetaking group did not score significantly lower (M=20.9, SD =7.1) than the generative notetaking group (M=43.4, SD = 5.8) on the multiple-choice exam, t(28)=5.7, p>.01. This result suggests taking generative notes improves learning.
There was not a significant difference between the generative notetaking group generative notetaking group (M=43.4, SD = 5.8) and the verbatim notetaking group (M=20.9, SD =7.1), t(14)=1.52 , p<0.5.
The null hypothesis was rejected because the observed t value, t(28)=5.7,p<.01 , was within the critical region.
The null hypothesis was retained due to the observed t value, t(28)=2.69 , not being within the critical region.
The verbatim notetaking group scored significantly lower (M=20.9, SD =7.1) than the generative notetaking group (M=43.4, SD = 5.8) on the multiple-choice exam, t(28)=5.7, p<.01. This result suggests taking generative notes improves learning.
Based upon a critical value of 2.977 and an observed test statistic of t=7.5, we determined that the samples were extremely unlikely to come from the same population. As such we rejected the null hypothesis and accepted the alternative.
There was a significant difference between the generative notetaking group generative notetaking group (M=43.4, SD = 5.8) and the verbatim notetaking group (M=20.9, SD =7.1), t(14)=1.52 , p>0.5.

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