Experiment Basics

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Questions

Question 1

What are the two fundamental features of an experiment, as described in the text?

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Question 2

In the Darley and Latané experiment on the bystander effect, what was the single independent variable?

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Question 3

What is the primary purpose of actively manipulating an independent variable in an experiment?

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Question 4

A researcher conducts an experiment with one independent variable that is manipulated to produce three distinct conditions. What is this type of design called?

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Question 5

What is the term for variables other than the independent and dependent variables that the researcher tries to control or minimize?

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Question 6

How do extraneous variables, when uncontrolled, make it difficult to detect the effect of the independent variable?

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Question 7

What is a confounding variable?

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Question 8

In the hypothetical study on the effect of mood on memory, why would IQ be considered a confounding variable?

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Question 9

What is defined as any intervention meant to change people's behavior for the better in psychological research?

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Question 10

In an experiment on the effectiveness of a new therapy, what is the purpose of a control condition?

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Question 11

What is the primary problem with using a no-treatment control condition when evaluating a new treatment?

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Question 12

What is a placebo?

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Question 13

To effectively control for placebo effects, what is the function of a placebo control condition?

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Question 14

In a study on the effectiveness of two arthroscopic surgery procedures, what did the control participants in the Moseley et al. study receive?

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Question 15

What defines a wait-list control condition?

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Question 16

When is it most sensible to compare a new treatment with the best available alternative treatment rather than a placebo control?

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Question 17

How do researchers make a clear distinction between the terms 'manipulation' and 'control' in the context of an experiment?

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Question 18

A researcher studies the health of people who already keep a journal versus those who do not. Why is this NOT considered an experiment?

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Question 19

What is the primary reason researchers try to control extraneous variables, as illustrated by the hypothetical data in Table 5.1?

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Question 20

According to the text, limiting participants in a language study to only right-handed people is an example of what technique?

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Question 21

What is the main downside of controlling extraneous variables by limiting participants to a very specific category, such as 20-year-old, heterosexual, female, right-handed psychology majors?

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Question 22

Why are confounding variables considered undesirable in an experiment?

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Question 23

In the context of the chapter, what does the term 'conditions' refer to?

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Question 24

What is one way to avoid IQ from becoming a confounding variable, as suggested by the text, besides random assignment?

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Question 25

Which of the following interventions falls under the definition of a 'treatment' in psychological research?

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Question 26

According to the Moseley et al. study on knee surgery, what was the surprising result regarding the placebo procedure?

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Question 27

A research design where participants are randomly assigned to either a treatment condition or a control condition is often called a what?

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Question 28

What is the primary factor believed to drive placebo effects?

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Question 29

What does it mean for an experiment to be a 'single factor two-level design'?

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Question 30

In Darley and Latané's experiment, how many conditions were created by manipulating the independent variable?

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Question 31

What is the crucial difference between a researcher manipulating a variable and comparing groups that already differ?

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Question 32

If a researcher wants to study the effect of early illness experience on hypochondriasis, why is an experiment not possible?

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Question 33

In a hypothetical mood experiment where participants recall childhood events, how does the variability in the 'realistic noisy data' of Table 5.1 compare to the 'idealized noiseless data'?

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Question 34

If a study has a confounding variable, what is the consequence for the interpretation of the results?

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Question 35

Which of the following describes a 'treatment condition'?

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Question 36

The positive effect of a simulated treatment, often driven by expectations, is known as what?

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Question 37

What is the primary benefit of holding participant variables constant, such as by testing only 20-year-old females?

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Question 38

An experiment has one independent variable with four different levels. What kind of design is this?

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Question 39

According to the principle of informed consent as described in relation to placebo controls, what must participants be told?

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Question 40

What is the second way, besides adding noise, that extraneous variables can make it difficult to detect the effect of the independent variable?

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Question 41

When comparing a new treatment for a simple phobia, what does the text suggest as a logical alternative to a placebo control?

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Question 42

If IQ varies randomly across conditions in an experiment with average IQ being roughly equal in each group, how is it best described?

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Question 43

According to the chapter, why is it important for researchers to exert control over extraneous variables?

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Question 44

What does a 'no-treatment control condition' entail for the participants in that group?

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Question 45

In a hypothetical study, if the treatment group improves more than the no-treatment control group, why can't a researcher definitively conclude the treatment worked?

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Question 46

The Moseley et al. study concluded that arthroscopic lavage for osteoarthritis is not better than what?

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Question 47

When is a study considered to have only one independent variable?

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Question 48

What is the second fundamental feature of an experiment, besides manipulation of the independent variable?

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Question 49

Why must the active manipulation of an independent variable involve 'active intervention of the researcher'?

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Question 50

What does a wait-list control condition allow researchers to compare?

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Other chapters

Methods of KnowingUnderstanding ScienceGoals of ScienceScience and Common SenseExperimental and Clinical PsychologistsKey Takeaways and ExercisesA Model of Scientific Research in PsychologyFinding a Research TopicGenerating Good Research QuestionsDeveloping a HypothesisDesigning a Research StudyAnalyzing the DataDrawing Conclusions and Reporting the ResultsKey Takeaways and ExerciseMoral Foundations of Ethical ResearchFrom Moral Principles to Ethics CodesPutting Ethics Into PracticeKey Takeaways and ExercisesUnderstanding Psychological MeasurementReliability and Validity of MeasurementPractical Strategies for Psychological MeasurementKey Takeaways and ExercisesExperimental DesignExperimentation and ValidityPractical ConsiderationsKey Takeaways and ExercisesOverview of Non-Experimental ResearchCorrelational ResearchComplex CorrelationQualitative ResearchObservational ResearchKey Takeaways and ExercisesOverview of Survey ResearchConstructing SurveysConducting SurveysKey Takeaways and ExercisesOne-Group DesignsNon-Equivalent Groups DesignsKey Takeaways and ExercisesSetting Up a Factorial ExperimentInterpreting the Results of a Factorial ExperimentKey Takeaways and ExercisesOverview of Single-Subject ResearchSingle-Subject Research DesignsThe Single-Subject Versus Group “Debate”Key Takeaways and ExercisesAmerican Psychological Association (APA) StyleWriting a Research Report in American Psychological Association (APA) StyleOther Presentation FormatsKey Takeaways and ExercisesDescribing Single VariablesDescribing Statistical RelationshipsExpressing Your ResultsConducting Your AnalysesKey Takeaways and ExercisesUnderstanding Null Hypothesis TestingSome Basic Null Hypothesis TestsAdditional ConsiderationsFrom the "Replicability Crisis" to Open Science PracticesKey Takeaways and ExercisesGlossaryReferences