Psychology 321 - Psychology Research Method » Spring 2022 » Validity of the Study
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Question #1
Match the description to the threat to validity. Normative changes in the subjects (e.g., biological changes) influence the outcome.
A.
History threat
B.
Instrumentation threat
C.
Testing threat
D.
Maturation threat
E.
Regression threat
Question #2
Match the description to the threat to validity. The outcome is influenced by inconsistencies with how the researcher tests or scores a study variable.
A.
Testing threat
B.
Instrumentation threat
C.
History threat
D.
Regression threat
E.
Mortality threat
Question #3
Match the description to the threat to validity. Events occurring outside the researcher’s influence impact the outcome
A.
Testing threat
B.
Maturation threat
C.
Mortality threat
D.
History threat
E.
Regression threat
Question #4
Match the description to the threat to validity. Subjects tend to score close to the average of the larger population.
A.
Regression threat
B.
Maturation threat
C.
Instrumentation threat
D.
Mortality threat
E.
History threat
Question #5
Match the description to the threat to validity. Taking a pretest influences the posttest.
A.
History threat
B.
Regression threat
C.
Testing threat
D.
Instrumentation threat
E.
Maturation threat
Question #6
Match the description to the threat to validity. Subjects drop out, die, or are unavailable for later measurement.
A.
History threat
B.
Maturation threat
C.
Testing threat
D.
Mortality threat
E.
Instrumentation threat
Question #7
Match the description to the threat to validity. After learning about the treatment group, the control group tries to get a similar treatment to what the treatment group is getting.
A.
Compensatory rivalry
B.
Diffusion or imitation of treatment
C.
Selection threat
D.
Resentful demoralization
E.
Compensatory equalization of treatment
Question #8
Match the description to the threat to validity. The control group gets discouraged and gives up after learning about the treatment group.
A.
Diffusion or imitation of treatment
B.
Compensatory equalization of treatment
C.
Resentful demoralization
D.
Compensatory rivalry
E.
Selection threat
Question #9
Match the description to the threat to validity. The treatment and control groups differ due to how the groups were selected.
A.
Selection threat
B.
Diffusion or imitation of treatment
C.
Compensatory equalization of treatment
D.
Compensatory rivalry
E.
Resentful demoralization
Question #10
Match the description to the threat to validity. The control group develops a competitive attitude towards the treatment group.
A.
Selection threat
B.
Diffusion or imitation of treatment
C.
Resentful demoralization
D.
Compensatory rivalry
E.
Compensatory equalization of treatment
Question #11
Match the description to the threat to validity. Project staff feel bad for the control group so they help them to be fair.
A.
Diffusion or imitation of treatment
B.
Compensatory equalization of treatment
C.
Compensatory rivalry
D.
Resentful demoralization
E.
Selection threat
Question #12
Match the description to the threat to external validity. How subjects are selected influences the outcome.
A.
Multiple-treatment interference
B.
Experimenter effects
C.
Interaction effects of selection bias and the experimental variable
D.
Pretest sensitization
Question #13
Match the description to the threat to external validity. Subjects get more than one treatment which makes it difficult to determine which treatment is having the effect.
A.
Experimenter effects
B.
Interaction effects of selection bias and the experimental variable
C.
Pretest sensitization
D.
Multiple-treatment interference
Question #14
Match the description to the threat to external validity. Taking a pretest influences how subjects respond to the treatment.
A.
Multiple-treatment interference
B.
Experimenter effects
C.
Pretest sensitization
D.
Interaction effects of selection bias and the experimental variable
Question #15
Match the description to the threat to external validity. The subjects are influenced by how the researcher acts or the research study environment.
A.
Experimenter effects
B.
Interaction effects of selection bias and the experimental variable
C.
Multiple-treatment interference
D.
Pretest sensitization
Question #16
Match the description to the threat to construct validity. The person conducting the study responds in a way that influences the subjects' responses.
A.
Hypotheses guessing
B.
Interaction of testing and treament
C.
Mono-operation bias
D.
Experimenter/Researcher expectancies
E.
Inadequate preoperational explication of constructs
Question #17
Match the description to the threat to construct validity. Subjects in the study guess what the study is about, which changes their behavior.
A.
Inadequate preoperational explication of constructs
B.
Hypotheses guessing
C.
Mono-operation bias
D.
Evaluation apprehension
E.
Interaction of testing and treament
Question #18
Match the description to the threat to construct validity. The study was only conducted on one group who got the treatment.
A.
Interaction of different treatments
B.
Mono-operation bias
C.
Inadequate preoperational explication of constructs
D.
Evaluation apprehension
E.
Interaction of testing and treament
Question #19
Match the description to the threat to construct validity. The variables did not have very good operational definitions prior to the treatment.
A.
Restricted generalizability across contracts
B.
Evaluation apprehension
C.
Interaction of different treatments
D.
Interaction of testing and treament
E.
Inadequate preoperational explication of constructs
Question #20
Match the description to the threat to construct validity. The pretest influenced the treatment, which created an additional effect beyond just the treatment alone.
A.
Mono-method bias
B.
Interaction of different treatments
C.
Evaluation apprehension
D.
Restricted generalizability across contracts
E.
Interaction of testing and treament
Question #21
Match the description to the threat to construct validity. Subjects in the study are fearful of some components of the testing which influences the treatment.
A.
Restricted generalizability across contracts
B.
Interaction of different treatments
C.
Evaluation apprehension
D.
Mono-method bias
E.
Experimenter/Researcher expectancies
Question #22
Match the description to the threat to construct validity. Various treatments together created an effect.
A.
Mono-operation bias
B.
Hypotheses guessing
C.
Experimenter/Researcher expectancies
D.
Interaction of different treatments
E.
Inadequate preoperational explication of constructs
Question #23
Match the description to the threat to construct validity. Unexpected effects emerged from the treatment which makes it challenging to determine if the treatment was effective.
A.
Mono-operation bias
B.
Restricted generalizability across contracts
C.
Inadequate preoperational explication of constructs
D.
Hypotheses guessing
E.
Interaction of testing and treament
Question #24
Match the description to the threat to construct validity. The key variables were only measured one way.
A.
Interaction of testing and treament
B.
Mono-method bias
C.
Inadequate preoperational explication of constructs
D.
Evaluation apprehension
E.
Mono-operation bias
Question #25
The extent to which the outcomes result from the variables that were manipulated, measured, or selected in the study rather than from other variables not systematically treated.
A.
External validity
B.
Constract validity
C.
Internal validity
D.
Social interaction threats
Question #26
The extent to which the findings of a particular study can be generalized to people or situations other than those observed in the study.
A.
External validity
B.
Internal validity
C.
Social interaction threats
D.
Constract validity
Question #27
Social pressures in the research context impact the results.
A.
Constract validity
B.
External validity
C.
Internal validity
D.
Social interaction threats
Question #28
The degree to which inferences made from the study can be generalized to the broader concepts underlying study
A.
Social interaction threats
B.
Constract validity
C.
Internal validity
D.
External validity
Question #29
Match the example to the threat to validity. Researchers evaluated the effect of a new sexuality education program for children, but they only conducted the program one time in Enid, OK.
A.
Pretest sensitization
B.
Inadequate preoperational explication of constructs
C.
Mono-operation bias
D.
Compensatory equalization of treatment
Question #30
Match the example to the threat to validity. The control group was very depressed when they found out they were getting a placebo for cancer while they treatment group was getting the new cancer drug.
A.
Evaluation apprehension
B.
Mortality threat
C.
Instrumentation threat
D.
Resentful demoralization
Question #31
Match the example to the threat to validity. Researchers evaluated the effect of a nutrition musical at a school. However, teachers at the school were also teaching about nutrition in their classes.
A.
Experimenter effects
B.
Multiple-treatment interference
C.
Researcher expectancies
D.
Compensatory rivalry
Question #32
Match the example to the threat to validity. Researchers are testing HDL and LDL levels, but they need to draw blood. Some participants are afraid of getting shots.
A.
Researcher expectancies
B.
Evaluation apprehension
C.
Compensatory equalization of treatment
D.
Experimenter effects
Question #33
Match the example to the threat to validity. Research assistants are trained in how to get hair samples to test cortisol levels. However, some of the research assistants are not taking the hair samples correctly.
A.
Mono-method bias
B.
Researcher expectancies
C.
Instrumentation threat
D.
Inadequate preoperational explication of constructs
Question #34
Match the example to the threat to validity. Researchers are conducting a panel study (i.e., longitudinal study) over 20 years, but some of the participants quit participating over the years.
A.
Inadequate preoperational explication of constructs
B.
Compensatory equalization of treatment
C.
Mono-operation bias
D.
Mortality threat
Question #35
Match the example to the threat to validity. Researchers are comparing which group (i.e., yoga, aerobics, strength training, control) has the most weight loss. The participants in each group are trying to lose more weight than participants in the other groups.
A.
Compensatory rivalry
B.
Experimenter effects
C.
Researcher expectancies
D.
Mono-method bias
Question #36
Match the example to the threat to validity. Researchers are evaluating parenting through observing the parents one hour each day for 2 weeks. Some parents are clearly acting different than normal because they are being observed.
A.
Evaluation apprehension
B.
Instrumentation threat
C.
Experimenter effects
D.
Resentful demoralization
Question #37
Match the example to the threat to validity. In a study on nutrition behaviors by children, a focus group moderator keeps saying "great job" and smiling whenever one of the children talks about eating vegetables. Now, all the kids are saying they eat and like vegetables.
A.
Researcher expectancies
B.
Multiple-treatment interference
C.
Experimenter effects
D.
Compensatory rivalry
Question #38
Match the example to the threat to validity. Researchers were examining the effect of self-esteem on depression, but they only used one self-report measure for self-esteem, and only one for depression
A.
Compensatory equalization of treatment
B.
Inadequate preoperational explication of constructs
C.
Mono-method bias
D.
Mono-operation bias
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