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.
Regression threat
B.
Maturation threat
C.
Instrumentation threat
D.
Testing threat
E.
History 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.
Regression threat
B.
Mortality threat
C.
History threat
D.
Testing 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.
Maturation threat
B.
Regression threat
C.
History threat
D.
Mortality threat
E.
Testing threat
Question #4
Match the description to the threat to validity. Subjects tend to score close to the average of the larger population.
A.
Instrumentation threat
B.
Mortality threat
C.
Regression threat
D.
Maturation threat
E.
History threat
Question #5
Match the description to the threat to validity. Taking a pretest influences the posttest.
A.
Regression threat
B.
History threat
C.
Testing threat
D.
Maturation threat
E.
Instrumentation 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.
History threat
C.
Instrumentation threat
D.
Maturation 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.
Diffusion or imitation of treatment
B.
Compensatory rivalry
C.
Compensatory equalization of treatment
D.
Selection threat
E.
Resentful demoralization
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.
Selection threat
B.
Compensatory equalization of treatment
C.
Resentful demoralization
D.
Diffusion or imitation of treatment
E.
Compensatory rivalry
Question #9
Match the description to the threat to validity. The treatment and control groups differ due to how the groups were selected.
A.
Compensatory equalization of treatment
B.
Resentful demoralization
C.
Compensatory rivalry
D.
Diffusion or imitation of treatment
E.
Selection threat
Question #10
Match the description to the threat to validity. The control group develops a competitive attitude towards the treatment group.
A.
Compensatory equalization of treatment
B.
Diffusion or imitation of treatment
C.
Resentful demoralization
D.
Compensatory rivalry
E.
Selection threat
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.
Selection threat
B.
Resentful demoralization
C.
Diffusion or imitation of treatment
D.
Compensatory equalization of treatment
E.
Compensatory rivalry
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.
Multiple-treatment interference
B.
Interaction effects of selection bias and the experimental variable
C.
Pretest sensitization
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.
Experimenter effects
B.
Interaction effects of selection bias and the experimental variable
C.
Pretest sensitization
D.
Multiple-treatment interference
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.
Multiple-treatment interference
B.
Pretest sensitization
C.
Experimenter effects
D.
Interaction effects of selection bias and the experimental variable
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.
Inadequate preoperational explication of constructs
D.
Experimenter/Researcher expectancies
E.
Interaction of testing and treament
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.
Evaluation apprehension
D.
Mono-operation bias
E.
Hypotheses guessing
Question #18
Match the description to the threat to construct validity. The study was only conducted on one group who got the treatment.
A.
Inadequate preoperational explication of constructs
B.
Evaluation apprehension
C.
Mono-operation bias
D.
Interaction of testing and treament
E.
Interaction of different treatments
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.
Evaluation apprehension
B.
Interaction of different treatments
C.
Restricted generalizability across contracts
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 testing and treament
C.
Restricted generalizability across contracts
D.
Interaction of different treatments
E.
Evaluation apprehension
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.
Experimenter/Researcher expectancies
B.
Restricted generalizability across contracts
C.
Mono-method bias
D.
Evaluation apprehension
E.
Interaction of different treatments
Question #22
Match the description to the threat to construct validity. Various treatments together created an effect.
A.
Interaction of different treatments
B.
Mono-operation bias
C.
Experimenter/Researcher expectancies
D.
Hypotheses guessing
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.
Interaction of testing and treament
B.
Inadequate preoperational explication of constructs
C.
Restricted generalizability across contracts
D.
Hypotheses guessing
E.
Mono-operation bias
Question #24
Match the description to the threat to construct validity. The key variables were only measured one way.
A.
Mono-method bias
B.
Evaluation apprehension
C.
Inadequate preoperational explication of constructs
D.
Mono-operation bias
E.
Interaction of testing and treament
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.
Social interaction threats
B.
Internal validity
C.
External 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.
Social interaction threats
B.
Constract validity
C.
Internal validity
D.
External validity
Question #27
Social pressures in the research context impact the results.
A.
Internal validity
B.
Constract validity
C.
External 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.
Internal validity
B.
Social interaction threats
C.
External validity
D.
Constract 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.
Compensatory equalization of treatment
B.
Inadequate preoperational explication of constructs
C.
Pretest sensitization
D.
Mono-operation bias
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.
Mortality threat
B.
Resentful demoralization
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.
Compensatory rivalry
B.
Multiple-treatment interference
C.
Experimenter effects
D.
Researcher expectancies
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.
Experimenter effects
C.
Compensatory equalization of treatment
D.
Evaluation apprehension
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.
Instrumentation threat
B.
Inadequate preoperational explication of constructs
C.
Mono-method bias
D.
Researcher expectancies
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.
Compensatory equalization of treatment
B.
Inadequate preoperational explication of constructs
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.
Mono-method bias
C.
Experimenter effects
D.
Researcher expectancies
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.
Instrumentation threat
B.
Evaluation apprehension
C.
Experimenter effects
D.
Resentful demoralization
Question #37
A.
Multiple-treatment interference
B.
Researcher expectancies
C.
Compensatory rivalry
D.
Experimenter effects
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-operation bias
B.
Mono-method bias
C.
Compensatory equalization of treatment
D.
Inadequate preoperational explication of constructs
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