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.
Testing threat
B.
Regression threat
C.
History threat
D.
Instrumentation threat
E.
Maturation 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.
History threat
B.
Mortality threat
C.
Testing threat
D.
Regression threat
E.
Instrumentation threat
Question #3
Match the description to the threat to validity. Events occurring outside the researcher’s influence impact the outcome
A.
Regression threat
B.
Testing threat
C.
Mortality threat
D.
Maturation threat
E.
History threat
Question #4
Match the description to the threat to validity. Subjects tend to score close to the average of the larger population.
A.
Mortality threat
B.
Maturation threat
C.
History threat
D.
Instrumentation threat
E.
Regression threat
Question #5
Match the description to the threat to validity. Taking a pretest influences the posttest.
A.
Testing threat
B.
Instrumentation threat
C.
Regression threat
D.
Maturation threat
E.
History threat
Question #6
Match the description to the threat to validity. Subjects drop out, die, or are unavailable for later measurement.
A.
Testing threat
B.
Instrumentation threat
C.
Maturation threat
D.
History threat
E.
Mortality 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.
Selection threat
C.
Compensatory equalization of treatment
D.
Resentful demoralization
E.
Diffusion or imitation 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.
Compensatory rivalry
B.
Selection threat
C.
Compensatory equalization of treatment
D.
Resentful demoralization
E.
Diffusion or imitation of treatment
Question #9
Match the description to the threat to validity. The treatment and control groups differ due to how the groups were selected.
A.
Resentful demoralization
B.
Selection threat
C.
Compensatory rivalry
D.
Diffusion or imitation of treatment
E.
Compensatory equalization of treatment
Question #10
Match the description to the threat to validity. The control group develops a competitive attitude towards the treatment group.
A.
Compensatory rivalry
B.
Compensatory equalization of treatment
C.
Selection threat
D.
Diffusion or imitation of treatment
E.
Resentful demoralization
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.
Compensatory equalization of treatment
B.
Selection threat
C.
Resentful demoralization
D.
Diffusion or imitation of treatment
E.
Compensatory rivalry
Question #12
Match the description to the threat to external validity. How subjects are selected influences the outcome.
A.
Interaction effects of selection bias and the experimental variable
B.
Pretest sensitization
C.
Experimenter effects
D.
Multiple-treatment interference
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.
Pretest sensitization
B.
Interaction effects of selection bias and the experimental variable
C.
Multiple-treatment interference
D.
Experimenter effects
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.
Pretest sensitization
C.
Interaction effects of selection bias and the experimental variable
D.
Experimenter effects
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.
Pretest sensitization
C.
Interaction effects of selection bias and the experimental variable
D.
Multiple-treatment interference
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.
Mono-operation bias
C.
Experimenter/Researcher expectancies
D.
Interaction of testing and treament
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.
Interaction of testing and treament
C.
Mono-operation bias
D.
Hypotheses guessing
E.
Evaluation apprehension
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 testing and treament
B.
Evaluation apprehension
C.
Interaction of different treatments
D.
Mono-operation bias
E.
Inadequate preoperational explication of constructs
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.
Inadequate preoperational explication of constructs
C.
Interaction of testing and treament
D.
Evaluation apprehension
E.
Interaction of different treatments
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.
Evaluation apprehension
B.
Interaction of testing and treament
C.
Restricted generalizability across contracts
D.
Interaction of different treatments
E.
Mono-method bias
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.
Mono-method bias
B.
Restricted generalizability across contracts
C.
Evaluation apprehension
D.
Interaction of different treatments
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.
Interaction of different treatments
C.
Inadequate preoperational explication of constructs
D.
Hypotheses guessing
E.
Experimenter/Researcher expectancies
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.
Hypotheses guessing
C.
Restricted generalizability across contracts
D.
Inadequate preoperational explication of constructs
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-operation bias
C.
Evaluation apprehension
D.
Mono-method bias
E.
Inadequate preoperational explication of constructs
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.
Social interaction threats
C.
Internal validity
D.
Constract validity
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.
Internal validity
B.
Social interaction threats
C.
External validity
D.
Constract validity
Question #27
Social pressures in the research context impact the results.
A.
External validity
B.
Social interaction threats
C.
Constract validity
D.
Internal validity
Question #28
The degree to which inferences made from the study can be generalized to the broader concepts underlying study
A.
External validity
B.
Constract validity
C.
Internal validity
D.
Social interaction threats
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.
Inadequate preoperational explication of constructs
B.
Mono-operation bias
C.
Pretest sensitization
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.
Resentful demoralization
B.
Mortality threat
C.
Instrumentation threat
D.
Evaluation apprehension
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.
Compensatory rivalry
C.
Researcher expectancies
D.
Multiple-treatment interference
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.
Evaluation apprehension
B.
Researcher expectancies
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.
Researcher expectancies
B.
Instrumentation threat
C.
Mono-method bias
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.
Mono-operation bias
B.
Compensatory equalization of treatment
C.
Inadequate preoperational explication of constructs
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.
Mono-method bias
B.
Researcher expectancies
C.
Compensatory rivalry
D.
Experimenter effects
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.
Experimenter effects
B.
Instrumentation threat
C.
Evaluation apprehension
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.
Experimenter effects
C.
Multiple-treatment interference
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.
Mono-method bias
B.
Compensatory equalization of treatment
C.
Inadequate preoperational explication of constructs
D.
Mono-operation bias
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