Key Takeaways and Exercises

What key component of a true experiment is absent in quasi-experimental research, leading to potential confounding variables?

According to the 'Key Takeaways', how many types of within-subjects quasi-experimental designs are listed?

Which of the following is NOT listed as a between-subjects quasi-experimental design in the 'Key Takeaways'?

How does quasi-experimental research address the directionality problem?

What is the general relationship of quasi-experimental research's internal validity compared to non-experimental studies and true experiments?

Which type of quasi-experimental design is identified as having the highest internal validity?

In the 'Exercises' section, a study is proposed where Professor A gives daily quizzes and Professor B does not, to test the effect on student performance. What is this an example of?

In a study where obese children are measured, enter a 3-month activity program, and are then measured again, which threat to internal validity refers to the possibility that the children would naturally become less extreme in their weight over time?

According to the 'Key Takeaways', why is quasi-experimental research unable to eliminate the problem of confounding variables?

How many types of between-subjects quasi-experimental designs are outlined in the 'Key Takeaways'?

In the study of obese children from the 'Exercises' section, which threat to internal validity would account for a change in weight due to a city-wide 'get active' campaign that occurred during the 3-month program?

Which of the following designs is a within-subjects quasi-experimental design?

A researcher measures a group's anxiety, implements a new therapy, and then measures their anxiety again. Based on the 'Key Takeaways', what threat to internal validity is present if the participants simply grew older and wiser during the study, affecting their anxiety levels?

What is the primary characteristic that separates quasi-experimental research from non-experimental studies?

In the professor-quiz study from the 'Exercises', which of the following would be a potential confounding variable related to the professors themselves?

Which of the listed within-subjects quasi-experimental designs is considered the weakest due to its lack of a baseline or comparison group?

The total count of all listed within-subjects and between-subjects quasi-experimental designs in the 'Key Takeaways' is:

A design where one group receives a treatment, a nonequivalent group does not, a dependent variable is assessed, then the treatment is given to the second group, and the variable is assessed again is called a:

What does the manipulation of an independent variable in quasi-experimental research allow researchers to solve?

Which of the five potential confounding variables listed in the first exercise for the professor-quiz study is a student-centric factor?

A design where a dependent variable is measured once before and once after a treatment is implemented for a single group is known as:

In the exercise involving obese children, if the program's effect was confounded by the children simply growing taller and their metabolism changing over the 3-month period, this would be an example of:

Which design involves taking a set of measurements at intervals over time, both before and after an intervention, for a single group?

What is the primary reason that a research design with a switching replication is considered to have high internal validity?

A 'switching replication with treatment removal design' improves upon a standard switching replication design by also demonstrating what?