Homework Answers
Option A is incorrect because it does not intend to increase the various among group
Option B is the correct option cause random assignment delete the impact of systematic differences between the groups by providing counterbalancing subjects
option C is incorrect because it does not intend to manipulate independent variable
option d is incorrect because volunteerism is increased by random assignment and not avoided.
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Why is random assignment used in between-subjects experimental designs? a. To increase the variance within the...
Which of the following is not a factor that differentiates within-subjects and between-subjects designs? a. Within-subjects...
Which of the following is not a factor that differentiates within-subjects and between-subjects designs? a. Within-subjects designs tend to have fewer participants. b. Between-subjects designs are more effective in demonstrating cause-and-effect. c. Within-subjects designs are more likely to be confounded by time-related factors and order effects. d. Between-subjects designs are more likely to be confounded by individual differences.
Between-subjects designs are subject to threats from whereas within-subjects designs are subject to threats from a....
Between-subjects designs are subject to threats from whereas within-subjects designs are subject to threats from a. environmental variables; individual differences. b. individual differences; order effects c. order effects; individual differences. d. history effects; order effects.
6. Typically, when comparing a within-subjects design to a between-groups design which of the following describe...
6. Typically, when comparing a within-subjects design to a between-groups design which of the following describe their differences in error variance? a. Within-subjects designs results in less error variance than between-groups. b. A within-subjects design results in more error variance than a between-groups design. C. A within-subjects design results in the same amount of error variance as a between-groups design d. There is no error variance in a within-subjects design, whereas a between- groups design does present some error variance....
If between-groups variance is large, then we have observed a) experimenter effects. b) large systematic variance....
If between-groups variance is large, then we have observed a) experimenter effects. b) large systematic variance. c) large differences due to confounds. d) possibly both large systematic variance and large differences due to confounds. QUESTION 3 The larger the F-ratio, the greater the chance that a) a mistake has been made in the computation. b) there are large systematic effects present. c) the experimental manipulation probably did not have the predicted effects. d) the between-groups variation is no larger than...
In a between-subjects design, holding a potential confounding variable constant helps to reduce the variance within...
In a between-subjects design, holding a potential confounding variable constant helps to reduce the variance within treatment groups, however it also reduces the study's a. accuracy b. internal validity c. external validity. d. variance.
An advantage of a within-subjects design as compared to a between-subjects design is... a. All of...
An advantage of a within-subjects design as compared to a between-subjects design is... a. All of these options. b. it eliminates the threat that participant characteristics may become a confounding variable. c. it reduces the variability by subtracting out the individual differences. d. it usually requires fewer participants.
Which of the following is an advantage of within-groups designs? A. These designs avoid order effects....
Which of the following is an advantage of within-groups designs? A. These designs avoid order effects. B. These designs avoid demand characteristics. C. These designs are always possible. D. These designs rely on fewer participants. Preregistration occurs at which point in the scientific process? A. Before data collection B. Before developing hypotheses C. After publication D. After replication According to the textbook, what is the problem with WEIRD samples? A. They are not very representative of the world’s population. B....
10.________ is the proportion of variance in the dependent variable that is accounted for by the...
10.________ is the proportion of variance in the dependent variable that is accounted for by the independent variable. Select one: A. z B. R2 C. t D. Cohen's d 11. Using the following incomplete source table, what decision can be made about the hypotheses being tested? Source SS df MS F Between-groups 10.1 2 5.05 Subjects 7.4 4 1.85 Within-groups 8.5 8 1.063 Total 26 14 Select one: A. Fail to reject the null hypothesis because the F statistic does...
Part I. Understanding What Makes an Experiment 1) Please identify the 3 vital components of an experiment. After identifying each component, write at least one sentence elaborating on/explaining each...
Part I. Understanding What Makes an Experiment 1) Please identify the 3 vital components of an experiment. After identifying each component, write at least one sentence elaborating on/explaining each component (10 points) Answer – The most conventional type of experiment involves three major pairs of components: independent and dependent variables, pretesting and post testing, and experimental and control groups. An experiment examines the effects of independent variable on a dependent variable. 1- Manipulate at least one independent variable. This means...
The larger the within-groups (error) variance a. the easier it becomes to show the effects of...
The larger the within-groups (error) variance a. the easier it becomes to show the effects of experimental treatment. b. the more difficult it becomes to perform the F test. c. the more difficult it becomes to show the effects of experimental treatment. d. the easier it becomes to show a causal effect of the independent variable on the dependent variable.
Which of the following is not a factor that differentiates within-subjects and between-subjects designs? a. Within-subjects designs tend to have fewer participants. b. Between-subjects designs are more effective in demonstrating cause-and-effect. c. Within-subjects designs are more likely to be confounded by time-related factors and order effects. d. Between-subjects designs are more likely to be confounded by individual differences.
Between-subjects designs are subject to threats from whereas within-subjects designs are subject to threats from a. environmental variables; individual differences. b. individual differences; order effects c. order effects; individual differences. d. history effects; order effects.
6. Typically, when comparing a within-subjects design to a between-groups design which of the following describe their differences in error variance? a. Within-subjects designs results in less error variance than between-groups. b. A within-subjects design results in more error variance than a between-groups design. C. A within-subjects design results in the same amount of error variance as a between-groups design d. There is no error variance in a within-subjects design, whereas a between- groups design does present some error variance....
In a between-subjects design, holding a potential confounding variable constant helps to reduce the variance within treatment groups, however it also reduces the study's a. accuracy b. internal validity c. external validity. d. variance.
An advantage of a within-subjects design as compared to a between-subjects design is... a. All of these options. b. it eliminates the threat that participant characteristics may become a confounding variable. c. it reduces the variability by subtracting out the individual differences. d. it usually requires fewer participants.
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