Quiz Questions

5.3 In this study, implicit theory of interest was treated as a continuous predictor variable where scores ranged from 1 (fixed theory) to 6 (growth theory). The researchers found that the effect of implicit theory of interest on participants' interest in the article topic depended on whether the topic matched or mismatched their techy/fuzzy identity: when the topic was a match, the theory did not affect the ratings of interest, but when the topic was a mismatch, participants with a fixed theory reported less interest than participants with a growth theory. WHAT KIND OF COMPLEX CORRELATIONAL METHOD DID THE RESEARCHERS USE TO ASSESS THIS? a. Cluster analysis b. Mediation analysis c. Factor analysis d. Moderation analysis

b. mediation analysis

3.6 Another dependent variable was the participants' rating of perceived pain on a scale from 1 to 10. WHAT TYPE AND SCALE OF MEASUREMENT IS THIS? a. behavioral, nominal b. self-report, ordinal c. self-report, nominal d. behavioral, ordinal

b. self-report, ordinal

3.3 WHAT WERE THE LEVELS OF THE IV? a. room temperature, cold b. swear word, neutral word c. before swearing after, before neutral, after neutral d. order 1, order 2

b. swear word, neutral word

5.6 In study 3, the researchers wanted to experimentally manipulate theories of interest rather than simply measuring them. Participants were randomly assigned to read one of two Psychology Today articles, which presented evidence that traits and interests are either stable (fixed theory) or malleable (growth theory). After reading their randomly assigned article, participants read and rated their interest in both the "techy" and "fuzzy" articles used in the previous studies. Just as in studies 1 and 2, the researchers were interested in the level of interest reported for articles that matched and mismatched participants' techy/fuzzy identities. WHAT KIND OF FACTORIAL DESIGN WAS USED HERE? a. 2x2 within subjects b. 2x2 between subjects c. 2x2 mixed design d. 2x4 mixed design

c. 2x2 mixed design

2.8 In study 4, the researchers the researchers were interested in whether static and dynamic norms could actually influence participants' choice of a meatless lunch (not just their reported interest in eating less meat). Participants in a café (who volunteered to complete the study for a $5 discount coupon) were randomly assigned to read either a dynamic norm about meat consumption, a static norm about meat consumption, or a control text about hobbies. The researchers then recorded whether the participants purchased any meat in their lunch (yes/no). IN THIS STUDY, HOW MANY LEVELS DID THE IV HAVE AND WAS THE MANIPULATION QUANTITATIVE OR QUALITATIVE? a. 3 levels, quantitative b. 2 levels, quantitative c. 3 levels, qualitative d. 2 levels, quantitative

c. 3 levels, qualititative

4.7 In the last analysis, the researchers wanted to analyze students who sometimes (but not always) used their devices in class. For this group of students, they analyzed question performance on classroom, unit exam, and final exam questions, and also whether the topics were covered on days when devices were not allowed, days when devices were allowed and the student reported using them, and days when devices were allowed but students reported not using them. WHAT IS THE APPROPRIATE FACTORIAL NOTATION TO DESCRIBE THIS DESIGN? a. 2x3x2 b. 2x3 c. 3x3 d. 3x3x3

c. 3x3

5.5 The researchers point out that participants' ratings of techy/fuzzy identity and of implicit theories of interest (fixed vs. growth) were made weeks before the session in which they rated interest in the article topics, in an unconnected mass testing session. Separating the measures in this way helps to reduce ___ in the study. a. Socially desirable responding b. Experimenter bias c. Demand characteristics d. Range effects

c. Demand characteristics

4.4 The results section of the paper contains the following sentence: "Post hoc comparisons confirmed that the difference between Allowed and Not Allowed was not significant for classroom questions, but was significant for the unit exam and the final exam questions." WHAT KIND OF STATISTICAL EFFECT IS BEING DESCRIBED IN THIS SENTENCE? a. Main effect of electronic device use (allowed vs. not allowed) b. Main effect of question (classroom vs. unit exam vs. final exam) c. Interaction between electronic device use and question d. Simple effect of question when devices were allowed e. Simple effect of question when devices were not allowed

c. Interaction between electronic device use and question

3.10 In your hypothetical follow-up, you develop the counterbalancing scheme below. DOES THIS SCHEME CONTROL FOR BOTH PROGRESSIVE ERROR AND CARRY OVER EFFECTS? (see scheme on course key) a. Yes, the scheme controls for both progressive error and carryover effects b. No, this scheme does not control for progressive error c. No, this scheme does not control for either progressive error nor carryover effects d. No, this scheme does not control for carryover effects

c. No, this scheme does not control for either progressive error nor carryover effects

5.10 In study 4, the researchers conducted an online survey to investigate participants' ideas about passion and motivation. One question in this survey was: "Once someone has discovered a passion, what happens to their motivation as they pursue that passion? Will they have limitless motivation? Will they stop procrastinating? Please explain." The researchers coded whether or not participants mentioned the idea of "limitless motivation" in response to this question. This was a(n) ___ question, and the data are on a ___ scale. a. Open-ended, interval b. Closed-ended, nominal c. Open-ended, nominal d. Closed-ended, interval

c. Open-ended, nominal

4.5 In a second analysis, the researchers wanted to know whether the effect of electronic device use and time point would differ for students who often used devices versus students who rarely used devices. Each student was coded in the Use group if they used their devices on more than half the days when they were allowed, or in the No Use group if they used their devices on less than half the days when they were allowed. WHAT TYPE OF FACTORIAL DESIGN WAS USED FOR THIS ANALYSIS? a. This analysis was not factorial b. Between-subjects c. Within-subjects d. Mixed design

d. mixed design

1.6 Dr. Geller knows that students have a tendency to procrastinate when it comes to studying for quizzes and exams. She also knows that cramming can lead to good performance in the short term, but lots of forgetting in the long-term. To counteract this problem, she gives weekly cumulative quizzes, which forces her students to spread out their studying for the exam, even if they cram for the quizzes. WITH RESPECT TO HER CHOICES ABOUT SCHEDULING TO HER CHOICES ABOUT SCHEDULING THE QUIZZES, DR. GELLER IS TRYING TO TAKE ADVANTAGE OF WHICH WELL-SUPPORTED LEARNING EFFECT? a. errorful learning b. testing effect c. generation effect d. spacing effect

d. spacing effect

2.4 WHAT WERE TH LEVELS OF THE IV IN STUDY 1? a. very interested, somewhat interested, not interested b. liberal, moderate, conservative c. vegan vegetarian d. static norm, dynamic norm

d. static norm, dynamic norm

1.10 HOW CAN YOU EARN EXTRA CREDIT IN THE CLASS? a. By completing an extra hour of SONA study participation b. By completing an extra alternative SONA assignment c. By asking really nicely d.Both A and B

b. By completing an extra alternative SONA assignment

2.3 HOW MANY LEVELS DID THE IV HAVE IN STUDY 1 AND WAS THE MANIPULATION BETWEEN- OR WITHIN- SUBJECTS? a. 2 levels, between subjects b. 3 levels, between subjects c. 3 levels, within subjects d. 2 levels, within subjects

a. 2 levels, between subjects

3.2 HOW MANY LEVELS DID THE IV HAVE AND WAS IT MANIPULATED WITHIN OR BETWEEN SUBJECTS? a. 2 levels, within subjects b. 2 levels, between subjects c. 4 levels within subjects d. 4 levels between subjects

a. 2 levels, within subjects

4.1 In the article you read this week, "Dividing Attention in the Classroom Reduces Exam Performance" (Glass & Kang, 2018), the researchers were interested in the effect that electronic devices in the classroom have on students' learning. They recruited 2 sections of an upper-level cognitive psychology courses taught by the same professor, and manipulated whether or not students were allowed to use electronic devices in class: for half of the lectures in each class, students were banned from using devices (except to answer in-class questions), and for the other half of the lectures students were allowed to use devices when and if they wanted. The researchers measured students' understanding of the topics from class at three time points: in-class questions asked during the lectures, unit exams (i.e. midterms), and the final exam. Each participant was tested at all time points and had separate scores for topics covered when devices were allowed and when they were banned. WHAT IS THE APPROPRIATE FACTORIAL NOTATION FOR THE DESIGN OF THIS STUDY? a. 2x3 within-subjects b. 2x3 between subjects c. 2x3 mixed design d. 2x2x2 within-subjects

a. 2x3 within-subjects

4.6 WHAT OF THE FOLLOWING WAS A TRUE VALUE IV IN THIS DESIGN? a. Electronic device use (allowed vs. not allowed) b. Group (user vs. non-user) c. Both A and B d. None of the above

a. Electronic device use (allowed vs. not allowed)

1.4 WHAT WAS THE MAIN STUDY 1 REGARDING PERFORMANCE ON THE TEST? a. For conceptual questions, people who took longhand notes performed better than people who took notes on a laptop, but both groups performed the same for factual questions. b. For factual questions, people who took longhand notes performed better than people who took notes on a laptop, but both groups performed the same for conceptual questions. c. For conceptual questions, people who took notes on a laptop performed better than people who took longhand notes, but both groups performed the same for factual questions. d. For factual questions, people who took notes on a laptop performed better than people who took longhand notes, but both groups performed the same for conceptual questions.

a. For conceptual questions, people who took longhand notes performed better than people who took notes on a laptop, but both groups performed the same for factual questions.

5.7 To recruit participants for this study, the researchers first prescreened a large subject pool to assess how much participants identified as a "techy" (someone who likes technology, math, engineering, and hard sciences) or a "fuzzy" (someone who is interested in the arts and humanities). Only participants who identified as one or the other (not both or neither) were recruited for the study. WHAT KIND OF SAMPLING PROCEDURE WAS USED HERE? a. Purposive b. Convenience c. Systematic d. Snowball

a. Purposive

2.6 HOW DID THE RESEARCHER CONTROL FOR THE POSSIBILITY THAT PARTICIPANTS' POLITICAL IDEOLOGY COULD CONFOUND THE STUDY? a. They randomly assigned participants to conditions and assumed that random assignment would produce groups with equivalent distributions of political ideology b. They matched groups by separately randomly assigning liberals, moderates, and conservatives to condition (to ensure equal proportions in each) c. They did not try to control political ideology as a potential confound d. They held political ideology constant by only including liberals in the study

a. They randomly assigned participants to conditions and assumed that random assignment would produce groups with equivalent distributions of political ideology

2.2 WHAT WAS THE iv IN STUDY 1? a. Type of norm b. Level of interest in eating less meat c. Political ideology d. Veganism/ vegetarianism

a. Type of norm

The dependent variable in this study was the percent of questions answered correctly. WHAT TYPES AND SCALE OF MEASUREMENT DOES THIS DV USE? What type and scale of measurement does this DV use? a. Behavioral, ratio b. Self-report, nominal c. Self-report, ratio d. Behavioral, nominal

a. behavioral, ratio

2.5 WHAT WAS THE DV IN STUDY 1? a. Level of interest in eating less meat b. type of norm c. political ideology d. veganism/ vegetarianism

a. level of interest in eating less meat

2.10 In study 5, the researchers wanted to know whether dynamic norms would have a similar effect on a different sustainable habit: water use. For this study, the researchers posted signs in graduate housing facilities on campus. The selected three dorms, and assigned each dorm to one of three conditions: static norm, dynamic norm, or control. They then measured water use in the laundry facilities of these three buildings both before and after the intervention (i.e. before and after the signs were posted). WHAT KIND OF RESEARCH STRATEGY WAS USED TO TEST WHETHER THE INTERVENTION HAD AN EFFECT ON WATER USE? a. quasi-experimental b. descriptive c. correlational d. experimental

a. quasi-experimental

1.3 In study 1, the participants were 67 students from the Princeton University subject pool. Presumably, the researchers studied these participants in order to draw broader conclusion about all students, more generally. IN THIS STUDY, THE 67 PARTICIPANTS CONSTITUTE THE STUDY'S __ WHILE "STUDENTS IN GENERAL" REFERS TO THE __. a. sample, population b. construct, variable c. population, sample d. variable, construct

a. sample, population

1.7 WHICH OF THE FOLLOWING ARGUMENTS IS INVALID (I.E. THE CONCLUSION DOES NOT NECESSARILY FOLLOW FROM THE PREMISES)? a. All UCSD students are Tritons. All Tritons are mermen. All UCSD students are mermen b. All dogs are animals. Some animals are pets. Some dogs are pets. c. Boomer is either a human or a cylon. She's not a human. She must be a cylon. d. No squibs can perform magic. Some children of wizards are squibs. Some children of wizards cannot perform magic.

b. All dogs are animals. Some animals are pets. Some dogs are pets.

2.1 In the article you read this week, "Dynamic Norms Promote Sustainable Behavior" (Sparkman & Walton, 2017), the researchers were interested in whether participants would be more persuaded to change their behavior if they were presented with information in a static or a dynamic phrasing. In 4 of the 5 reported studies, the researchers were specifically interested in whether participants' interest in reducing how much meat they eat would be affected by reading a dynamic or a static norm about meat consumption. Both norm statements identified a proportion of Americans who reduce their meat consumption, but the static norm emphasized the current status (how many people currently reduce their meat consumption) while the dynamic norm emphasized changes in the norm (how many people have started to reduce their meat consumption, and therefore change their behavior). In study 1, participants were randomly assigned to read one of these norm statements, and then rated "How interested are you in eating less meat?" (1=not at all, 4=somewhat, 7=extremely). They also indicated their political ideology (1=very liberal, 7=very conservative) and whether they were vegan or vegetarian (yes/no). The researchers then compared levels of interest in the dynamic norm condition to the static norm condition to assess whether norm type affects interest. WHAT KIND OF RESEARCH STRATEGY WAS USED IN THIS STUDY? a. Descriptive b. Experimental c. Correlational d. Quasi-experimental

b. Experimental

5.1 In the article you read this week, "Implicit Theories of Interest: Finding Your Passion or Developing It?" (O'Keefe, Dweck, & Walton, 2018), the authors were interested in how participants' implicit beliefs about whether interests are inherent or developed would affect their interest in new things and motivation to pursue an interest when it becomes difficult. In study 1, participants were classified as either "techies" or "fuzzies" based on a previous survey they had completed, and each participant read and rated their interest in two articles: a "techy" article from a science magazine, and a "fuzzy" article on the future of literary criticism. Participants also completed a measure of implicit theories of interest, which captured how strongly participants believe that interests are inherent and stable over time. The researchers predicted that participants with a more "fixed" implicit theory (i.e. who believe that interests are stable and inherent) would report less interest in the article that mismatched their techy/fuzzy interests than participants with a more "growth" theory (i.e. who believe that core interests can change over time). WHAT WAS THE DV IN THIS VARIABLE IN THIS STUDY? a. Techy vs. fuzzy article b. Interest in the article topic c. Techy vs. fuzzy identity d. Implicit theory of interest (fixed vs. growth)

b. Interest in the article topic

4.10 Imagine this study had been conducted differently and one section was allowed to use devices for the whole course and the other section was never allowed to use devices in the whole course. What type of quasi-experimental design would this be? a. Cross-sectional developmental design b. Non-equivalent control groups design c. Differential design d. Interrupted time series design

b. Non-equivalent control groups design

1.5 WHAT WAS THE MAIN FINDING OF STUDY 1 REGARDING OF STUDY 1 REGARDING CONTENT OF STUDENTS' NOTES? a. Students who took more notes tended to score higher on the test, but the amount of verbatim overlap had no relationship with test performance b. Students who took more notes tended to score higher on the test, but students whose notes had more verbatim overlap with the study materials tended to score lower on the test c. The quantity of notes students took had no relationship with their test performance, but students whose notes had more verbatim overlap with the study materials tended to score lower on the test d. Students who took more notes tended to score lower on the test, but students whose notes had more verbatim overlap with the study materials tended to score higher on the test

b. Students who took more notes tended to score higher on the test, but students whose notes had more verbatim overlap with the study materials tended to score lower on the test

5.2 WHICH IS THE FOLLOWING WAS A TRUE IV IN THIS DESIGN? a. Interest in the article topic b. Techy vs. fuzzy article c. Techy vs. fuzzy identity d. Implicit theory of interest (fixed vs. growth)

b. Techy vs. fuzzy article

5.8 After reading the Psychology Today article they were assigned, participants completed a manipulation check in which they answered several questions about what the research in the article showed. WHY DID THE RESEARCHERS DO THIS? a. To check whether participants were techies or fuzzies b. To check whether the articles effectively communicated different messages about the stability of interests c. To check whether participants personally held fixed or growth theories of interest d. To check whether participants were interested in implicit theories of interest

b. To check whether the articles effectively communicated different messages about the stability of interests

4.9 In one of the two sections, devices were banned on odd numbered lectures and in the other they were banned on even numbered lectures. In other words, the researchers counterbalanced the use of electronic devices across sections, so that for every lecture one section would be allowed to use devices and the other would not (instead of both sections having devices allowed for the same lectures). WHY DID THE RESEARCHERS DO THIS? a. To reduce socially desirable responding b. To control for specific item effects c. To reduce assignment bias d. To control for order effects

b. To control for specific item effects

3.5 One of the dependent variables in this study was the length of time that participants could hold their hand in the water (in seconds). WHAT TYPE OF SCALE OF MEASUREMENT IS THIS? a. behavioral, interval b. behavioral, ratio c. physiological, ratio d. physiological, interval

b. behavioral, ratio

2.7 WHAT TYPE OF CONFOUND WOULD IT BE IF THERE WERE A DIFFERENCE IN THE DISTRIBUTION OF POLITICAL IDEOLOGIES BETWEEN CONDITIONS? a. environmental b. individual differences c. time-related d. specific item effect

b. individual differences

2.9 WHAT WAS THE DV IN STUDY 4? a. Perceived anticipation that others would order meatless lunches b. Perceived importance of eating less meat c. Self-reported interest in eating less meat d. Whether the purchased lunch contained meat or not

d. Whether the purchased lunch contained meat or not

1.1 In the article "The Pen is Mightier than the Keyboard" (Mueller & Oppenheimer, 2014) the researchers were interested in the effect of note-taking method on learning. In Study 1, participants were randomly assigned to take notes either by hand or on a laptop. All participants watched a TED talk and were later tested on their memory for facts from the video and their ability to apply conceptual ideas from the video. In their analysis, the researchers compared the mean score on the final test for the laptop and longhand conditions. IN THIS STUDY, THE RESEARCHER USE A __ RESEARCH STRATEGY, AS INDICATED BY THEIR CHOICE TO ANALYZE THE DATA USING __. a. Qualitative; statistics b. Quantitative; content analysis c. Quantitative; statistics d. Qualitative; content analysis

c. Quantitative; statistics

1.8 John is a huge baseball fan but he refuses to watch his favorite team (the Padres) play because he believes that watching the game will cause them to lose. Even though John has occasionally watched games that the Padres have won, he insists that they always lose when he watches, and he prefers to listen to the game over the radio or over the television from another room. WHAT KIND OF METHOD OF KNOWING DOES JOHN'S THINKING DEMONSTRATE? a. Rationalism b. Intuition c. Tenacity d. Empiricism

c. Tenacity

1.2 One of the things the researchers were interested in understanding was why different note-taking styles might lead to different levels of learning. Their hypothesis was that taking notes by hand encourages students to process the material more deeply, putting the ideas into their own words instead of trying to copy exactly what the instructor said. HOW DID THE RESEARCHERS OPERATIONALIZE "DEPTH OF PROCESSING" IN ORDER TO TEST THIS HYPOTHESIS? a. The number of words students wrote in their notes. b. The score on the conceptual questions on the final test. c. The percentage of verbatim overlap of students' notes. d. The score on the factual questions on the final test.

c. The percentage of verbatim overlap of students' notes.

3.4 The researchers chose to measure pain tolerance in several ways, including cold-pressor latency, perceived pain rating, and change in heart rate. If we believe that each of these measures is motivated and makes sense (i.e. it's clear on the surface how they are related to pain tolerance), then we would say that they each have ___ validity. a. convergent b. predictive c. face d. divergent

c. face

3.8 The sampling method used in this study is one that we have not yet discussed in class, but let's consider a hypothetical scenario: the researcher is concerned that people with high blood pressure might react differently to this intervention than people with lower blood pressure, so she wants to make sure that her sample is representative of the entire range of blood pressures in her population. In her population database, she has information on each individual's blood pressure rating, so she sorts the list from highest to lowest BP, picks one participant at random, and then goes through her list selecting every 50th person until she reaches her desired sample size. WHAT KIND OF SAMPLING METHOD DID SHE USE? a. simple random b. cluster c. systematic d. stratified random

c. systematic

3.7 An additional variable the researchers measured was participants' "catastrophizing" score, which is a measure of how much participants tend to feel that things are worse than they really are. If the researchers are worried that the catastrophizing score might be greatly affected by participants' internal state, this means they are worried about the ___ of their measure. a. inter-rater reliability b. internal consistency c. test-retest reliability d. divergent validity

c. test-retest reliability

3.9 Imagine you are interested in running a follow-up study, in which you want to test whether the benefits of swearing would be present both when the subject says the words out loud and when they say them in their heads. In this follow-up, you decide to have 4 conditions: swearing aloud, neutral aloud, swearing internal, neutral internal. If you decide to use a within-subjects design, you'll need to counterbalance the orders in which the participants complete the conditions. If you use full counterbalancing, that means you'll create ___ orders of conditions, but if you choose to use partial counterbalancing, you'll use ___ orders. a. 16, 4 b. 4, 16 c. 4, 24 d. 24, 4

d. 24,4

1.9 WHICH OF THE FOLLOWING IS A SIGN THAT A CLAIM IS PSEUDOSCIENTIFIC? a. The claim is not falsifiable b. The claim is not directly supported by evidence c. The claim is not grounded in past research d. All of the above are signs of pseudoscience

d. All of the above are signs of pseudoscience

3.1 In the article you read this week, "Swearing as a Response to Pain" (Stephens, Atkins, & Kingston, 2009), the authors were interested in whether swearing alters our experience of pain, making it easier to tolerate. To test this idea, they asked participants to hold their hand in a bucket of icy water for as long as possible, once while repeating a swear word and again while repeating a neutral word. Participants were randomly assigned to do either the swearing condition first or the neutral condition first. In each condition, the researchers measured how long participants held their hand in the cold water, how much their heart rate changed while their hand was in the cold water, the participants' rating of perceived pain, as well as other variables intended to measure state anxiety, fear of pain, and catastrophizing. WHAT WAS THE INDEPENDENT VARIABLE IN THIS STUDY? a. How long participants could keep their hand in the water b. perceived pain c. the temperature of water d. type of word participants repeated

d. type of word participants repeated