Ninth Edition CoverGraziano & Raulin
Research Methods (9th edition)

Chapter 11 Multiple-Choice Questions
Correlated-Groups and Single-Subject Designs

Test yourself on these multiple-choice questions. Clicking on the letter of your choice will give you immediate feedback on whether you are correct. Even when you are incorrect, you will receive feedback that will help you learn the material better so that you do well on the exam.

  1. In which design are all participants exposed to all experimental conditions?
    (a) randomized, posttest-only
    (b) randomized, pretest-posttest
    (c) within-subjects
    (d) between-subjects

  2. What is the major strength of the within-subjects design?
    (a) More participants can be used in a single study.
    (b) Interactive effects can be identified.
    (c) Carry-over effects are eliminated.
    (d) It guarantees that the participants in the various conditions are equivalent at the start of the study.

  3. Which of the following is NOT used in correlated-groups designs?
    (a) matching of participants
    (b) free random assignment to conditions
    (c) within-subjects procedures
    (d) careful measurement of the dependent variable

  4. Which of the following is a potential confounding factor in within-subjects designs, but not in a between-subjects design?
    (a) regression to the mean
    (b) sequence effects
    (c) attrition
    (d) history

  5. Why do the authors of this text consider correlated-groups designs to be true experiments?
    (a) They maximize error variance.
    (b) They always use score data.
    (c) They randomly assign all participants to conditions.
    (d) They meet the requirement of equivalence of groups.

  6. Which of the following is an appropriate statistical test for a within-subjects experiment with two experimental conditions and a dependent variable that produces score data?
    (a) repeated measures ANOVA
    (b) t-test for independent groups
    (c) chi-square
    (d) ANOVA for independent groups

  7. What makes within-subjects designs more sensitive than between-subjects designs?
    (a) They control for effects of maturation.
    (b) They reduce error variance.
    (c) They increase the number of participants.
    (d) They require more measurements per condition.

  8. What is the term for the unwanted enhancement of performance on subsequent conditions in within-subjects designs?
    (a) positive practice effect
    (b) negative practice effect
    (c) participant attrition
    (d) performance maturation

  9. How many orders of presentation are necessary to counterbalance in an experiment with four experimental conditions?
    (a) 10
    (b) 4
    (c) 24
    (d) 5

  10. In matched-subjects designs,
    (a) each participant is exposed to all levels of the independent variable.
    (b) each participant is exposed to only one level of the independent variable.
    (c) there must be at least three levels of the independent variable.
    (d) there must be at least four levels of the independent variable in order to accomplish the proper matching.

  11. Which of the following is true for within-subjects designs?
    (a) There must be at least three conditions manipulated.
    (b) participants are all randomly assigned to conditions.
    (c) Each participant serves as his or her own control.
    (d) They require more participants than between-subjects designs do.

  12. Compared with between-subjects designs, correlated-groups designs
    (a) are more precise in their findings.
    (b) require more participants.
    (c) are more likely to require ANOVAs.
    (d) are more sensitive to the effects of the independent variable.

  13. In within-subjects designs, the unwanted effects due to the influence of one condition on the following conditions is called
    (a) positive practice effects.
    (b) negative practice effects.
    (c) carry-over effects.
    (d) attrition effects.

  14. If strong carry-over effects are expected in an experiment,
    (a) the within-subjects design is not recommended.
    (b) the within-subjects design is recommended.
    (c) controls for attrition are crucial.
    (d) the problem statement for that particular study cannot be researched.

  15. Matching participants
    (a) becomes easier as the number of matching variables increases.
    (b) increases error variance.
    (c) is best when there are a small number of matching variables.
    (d) requires equal numbers of males and females.

  16. Which of the following is a major control for sequence effects?
    (a) random assignment of participants
    (b) counterbalancing
    (c) holding the variable constant
    (d) including the factor as a research variable

  17. What are the two types of designs used to introduce the correlation in correlated-groups designs?
    (a) within-subjects designs and matched-subjects designs
    (b) between-subjects designs and matched-subjects designs
    (c) randomized-subjects designs and matched-subjects designs
    (d) between-subjects designs and within-subjects designs

  18. Single-subject experiments
    (a) are the same as case studies.
    (b) differ from case studies because independent variables are manipulated.
    (c) cannot support causal inferences.
    (d) have extremely high external validity.

  19. Which of the following is true about single-subject designs?
    (a) They are variations of within-subjects designs.
    (b) They have poor internal validity.
    (c) They have good internal and external validity.
    (d) They have poor internal validity but good external validity.

  20. Why is a final A to B (i.e., back to the treatment) reversal sometimes carried out in reversal designs?
    (a) to demonstrate control
    (b) to reduce the number of participants needed
    (c) for ethical reasons
    (d) both a and c

  21. Reversal designs are also called
    (a) pre-post designs.
    (b) randomized time-series designs.
    (c) multiple baseline designs.
    (d) ABA designs.