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Question
A researcher tested a treatment and a control group in an experiment with 15 subjects in each group. Although a t-test indicated the means for the dependent variable were not statistically different, the effect size for the independent variable was .50. A power analysis revealed that the power of the study was .26. This means that
A. the difference between means in the experiment was .26.
B. the value of the t-statistic is 0.13 (.50 .26).
C. a statistically significant outcome would be obtained in approximately 1 in 4 attempts with this sample size and effect size.
D. the probability of obtaining a statistically significant difference for this experiment is .74 (1 - .26).
Answer
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Related questions
Q:
The value of the F-statistic in a single-factor experiment is determined by dividing the Between-Group Mean Square by the
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Q:
Assume that the results of an F-test for a single-factor experiment are reported as: F(2, 42) = 7.30, p = .01. On the basis of this information we may conclude that there were _______ independent groups in this experiment.
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B. divided by N - 1.
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A. larger; better
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A score that is extreme and does not "go with" other scores in the distribution is called an
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Q:
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Q:
One threat to the internal validity of research that affects both true experiments and quasi-experiments is
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Q:
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A. social application; theoretical implications
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C. consequences for more people; control
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The external validity of research done in natural settings is likely to be emphasized more when the research represents
A. an experiment done to address a specific question raised by a specific company.
B. an extension of a specific laboratory finding.
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Q:
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A. a stable pattern of temper tantrums.
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Q:
Problems in the interpretation of the results of a multiple-baselines design can arise when
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Q:
In a multiple-baseline design, the target behavior should change
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B. long before the onset of the treatment.
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Q:
Which of the following is not a source of bias in case studies?
A. testing clinical innovations
B. socially desirable responses in a client's report of his or her behaviors
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Q:
The major difficulty with the case study method as a basis for drawing cause-and-effect conclusions is that
A. coding of the results cannot be done reliably and validly.
B. the simultaneous use of several treatments and failure to control extraneous variables prevent causal inference.
C. excessive constraints on the external validity of the case study prevent causal inference.
D. biases of the researcher must dominate the interpretation of the results.
Q:
Case studies have been used successfully to study individuals with brain disorders and individuals with exceptional memory abilities. These studies illustrate the use of the case study method to
A. apply the nomothetic approach.
B. test a clinical innovation.
C. provide conclusive evidence for a particular theory.
D. study rare phenomena.
Q:
Suppose the following data were observed for an individual who sought treatment for kleptomania. Using a single-case experiment, the psychologist used "covert sensitization" to treat the stealing behavior across a number of different situations (e.g., stealing at the grocery store, drug store, discount store). Covert sensitization was applied systematically to each situation. The psychologist concluded that the treatment was very effective for reducing kleptomania.
As shown in the following graphs, an initial baseline period was conducted for each of three situations. The session in which covert sensitization was implemented is indicated with each situation (session 3, 6, or 9). The dependent variable is the number of shoplifted items.
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Q:
(p. 292-294, 297) Identify a methodological problem specific to the ABAB design and a methodological problem specific to the multiple-baseline designs.
Q:
(p. 290, 297-299) Describe an advantage and a disadvantage of single-case experimental designs relative to multiple-groups designs.
Q:
When each level of one independent variable is combined with each level of a second independent variable, the combination of these two variables is called
A. a complete design.
B. counterbalanced combination.
C. an interaction effect.
D. factorial combination.
Q:
(p. 244-245, 247) A researcher examined whether interrogators who expect a suspect to be guilty, rather than innocent, use more persuasive interrogation techniques. The researcher created a laboratory situation in which students were randomly assigned to actually commit a crime or not commit a crime by following a set of instructions given to them. This is referred to as "Suspect Status." Before student interrogators interviewed a suspect, they were randomly assigned to conditions that led them to believe the suspect was guilty or innocent of the crime. This is referred to as "Interrogator Expectation." Independent observers rated the effort used by interrogators to obtain a confession using a 1-10 rating scale (higher scores indicate greater effort). Suppose the researcher observed the following means for each group:
Q:
(p. 244-245, 247) A researcher was interested in the effects of arousal and personality on individuals' GRE test performance. The personality variable he examined was individuals' level of introversion-extraversion. Based on questionnaire responses, each participant was classified as an "extravert" or an "introvert." The researcher manipulated arousal level by giving caffeine to participants prior to administering a practice GRE test. Participants were randomly assigned to a high-caffeine condition, a medium-caffeine condition, or the no-caffeine condition. All participants then completed a version of the quantitative portion of the GRE.
Suppose the researcher observed the following means for each group:
Q:
A researcher conducts a study to determine if the variable of test anxiety influences performance on two types of GRE tests, the verbal and quantitative tests. He uses a questionnaire to assess individuals' test anxiety and classifies participants as high test anxious (n = 40) or low test anxious (n = 40). He is also interested in knowing whether high or low test-anxious individuals' performance is different for the computerized version of the two tests compared to the paper-and-pencil version of the tests. Within each anxiety group, he randomly assigns participants to either the computer version or the paper version of the GRE tests. Participants then complete both the verbal and quantitative tests of the GRE in the test version they've been assigned (computer or paper). Thus, each participant has two scores, a Verbal score and a Quantitative score.
Assume the following results were observed for the mean Verbal scores (we'll ignore Quantitative scores):
Based on these findings, the researcher claims that Test Version, computer vs. paper, does not affect individuals' average performance. What information is the researcher using to make this claim? Is this claim justified?
Q:
When an independent variable such as task difficulty has been shown to interact with a second independent variable such as age, the generality (i.e., ability to generalize the findings) of the effect of the task difficulty variable is
A. complete.
B. unaffected.
C. limited.
D. increased.