PSYC 300 Final Exam 1 – Question and Answers
PSYC 300 Final Exam 1
PSYC 300
PSYC 300 Final Exam 1 – Question and Answers
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Question 1 of 24
Polly Petunia is Chief Horticulturalist for the Southwest region, encompassing Arizona, New Mexico, 4.0/ 4.0 Points and Texas. She wants to survey amateur gardeners in her region to determine what, if any, water conservation practices they employ in their home gardening. Polly sends her survey to 150 randomly selected gardeners in each state. Polly is using:
A. purposive sampling.
B. proportional stratified sampling.
C. systematic sampling.
D. stratified random sampling.
Answer Key: D Question 2 of 24
Danny Drive wants to know the relationship between intrinsic motivation and course grade among
math students. He contacts a local professor who teaches several general education math classes and asks about the possibility of gathering data in her classes. Danny is using:
A. simple random sampling.
B. cluster sampling.
C. convenience sampling.
D. systematic sampling.
Answer Key: C Question 3 of 24
Statistical hypothesis testing involves testing the:
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A. research hypothesis
B. probability level
C. significant level
D. null hypothesis
Answer Key: D Question 4 of 24
“There will be differences in degree of mood elevation seen in depressed clients after receiving either cognitive-behavioral or psychoanalytic therapy.”
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A. dependent variable.
B. independent variable.
C. confounding variable.
D. constant.
Answer Key: A Question 5 of 24
“There will be differences in degree of mood elevation seen in depressed clients after receiving either cognitive-behavioral or psychoanalytic therapy.”
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During a test of this hypothesis, it was discovered that some of the participants lived with family members and others lived alone. This variable, living situation, is a/an .
A. independent variable.
B. dependent variable.
C. constant.
D. confounding variable.
Answer Key: D Question 6 of 24
Dr. Dow Jones wants to know whether a problem-based approach to teaching economics will result 4.0/ 4.0 Points in higher academic performance than his traditional method. Of the six sections of Economics 101 at his university,
Dr. Jones randomly assigns three sections to the traditional method and three sections to the problem-based method. At the end of the semester, all students complete the same final exam. In this design, students studying
under the traditional method constitute the:
A. placebo group.
B. treatment group.
C. sample.
D. control group.
Answer Key: B Question 7 of 24
Dr. Dow Jones wants to know whether a problem-based approach to teaching economics will result 4.0/ 4.0 Points in higher academic performance than his traditional method. Of the six sections of Economics 101 at his university, Dr. Jones randomly assigns three sections to the traditional method and three sections to the problem-based method for Unit 1 of the course. Then all sections switch instructional method for Unit 2. He plans to compare the performance of the two groups of sections on their Unit 1 and Unit 2 exams. This study employs a design.
A. within subjects (repeated measures)
B. quasi-experimental
C. true experimental
D. ex post facto
Answer Key: A Question 8 of 24
Penny Poodle wanted to know which dog obedience training program was more effective: Puppy
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Pride, the approach she has been using for any years, or Doggie Do-Right, a new approach. Penny convinced 50 human companions of untrained dogs to participate in her study. The dogs and their humans were randomly assigned to complete the Puppy Pride or Doggie Do-Right course. At the end of the training programs, all of the dogs were scored on their level of obedience on a standardized dog obedience checklist (scores could range from 10 to 100). In this study, is the independent variable.
A. Doggie Do-Right
B. type of dog training program
C. score on the dog obedient checklist
D. obedience training versus no training
Answer Key: B Question 9 of 24
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Dr. Robbins wants to know if there are different opinions regarding the value of public school education between Native Americans who have at least one relative who attended Indian Boarding School and Native Americans who have no family experience with Indian Boarding School. Dr. Robbins contacts 35 Native American participants in each group. He wants each group to include younger as well as older adults, and a mix of male and female participants. He asks each person to complete a survey about their attitudes toward public education. In this study,
is the dependent variable.
A. score on the “attitude toward public schools” measure
B. experience with Indian boarding school
C. gender of participant
D. age of participant
Answer Key: A Question 10 of 24
Mixed-methods research is characterized by the use of
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A. more than one qualitative method
B. more than one quantitative method
C. quantitative, qualitative, and action research method
D. quantitative and qualitative methods
Answer Key: D Question 11 of 24
Which of the following is the major advantage of mixed-methods research?
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A. It provides unlimited opportunities to collect data
B. It requires a researcher to possess both qualitative and quantitative research skills
C. It incorporates the strengths of both quantitative and qualitative methods
D. It prevents contradictions with traditional research
Answer Key: C
Question 12 of 24
How are inferential statistics different from descriptive statistics?
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A. Descriptive statistics allow one to draw inferences from the sample to a target population.
B. Descriptive statistics verify the accuracy of the inferential statistics.
C. Inferential statistics describe the results of a study.
D. Inferential statistics allow one to draw inferences from the sample to a target population.
Answer Key: D Question 13 of 24
are characteristics of samples, whereas are characteristics of populations.
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A. Concepts; statistics
B. Parameters; statistics
C. Statistics; parameters
D. Parameters; estimations
Answer Key: C Question 14 of 24
The mean of this set of scores 5, 3, 7, 3, 6, 2, 5, 3 is .
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A. 3
B. 4
C. 4.25
D. 4.5
Answer Key: C Question 15 of 24
The median of this set of scores 5, 3, 7, 3, 6, 2, 5, 3 is .
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A. 2
B. 3
C. 4
D. 4.5
Answer Key: C Question 16 of 24
The mode of this set of scores 5, 3, 7, 3, 6, 2, 5, 3 is .
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A. 3
B. 4
C. 4.22
D. 4.5
Answer Key: A Question 17 of 24
The z-score, or standard score, allows the research to determine:
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A. how far a target individual’s score is from the group mean.
B. what percentage of individuals in the sample scored above the target individual.
C. the mean for the population based on the mean for the sample.
D. what percentage of individuals in the sample scored below the target individual.
Answer Key: A Question 18 of 24
The percentile rank allows the researcher to determine:
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A. how far a target individual’s score is from the group mean.
B. what percentage of individuals in the sample scored above the target individual.
C. the mean for the population based on the mean for the sample.
D. what percentage of individuals in the sample scored below the target individual.
Answer Key: D Question 19 of 24
An exam was given to two sections of the same course. In Section 1, the exam mean was 51 and the
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standard deviation was 7. In Section 2, the exam mean was 51 and the standard deviation was 13. Which of the following conclusions is accurate?
A. Section 1 did better on the exam than Section 2.
B. Section 1 scores were more variable than Section 2.
C. Section 1 scores were less variable than Section 2.
D. Section 1 did less well on the exam than Section 2.
Answer Key: C Question 20 of 24
Danzell is a purchasing agent for a major grocery store chain. He has noticed over the years that the
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higher the outdoor temperature, the more likely people are to buy fresh fruit. Based on Danzell’s observations, we would say there is relationship between outdoor temperature and buying of fresh fruit.
A. a positive
B. a negative
C. a causal
D. no
Answer Key: A Question 21 of 24
How can a “researcher acting as an instrument” in a qualitative study best ensure the trustworthiness of the data analysis and the conclusions?
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In qualitative research in comparison to quantitative research, the researcher is the instrument of measure because they are the ones that must interpret the date and extract what parts of the data pertain to the study. In quantitative studies you must look at all your questions in way that can me measured in some way or another, this is not the case in qualitative research. The qualitative approach looks more at the problem through the perception of the individuals they are studying. In the field of psychology, it is important to be able to be able to understand the problem through the eyes of those individuals we observe. Some of the methodologies of qualitative research are using open ended questioners, journals, self-reporting and interviews. When you are using these types of
approaches to collect data, it is important to fully understand what specific data you are trying to collect. When trying to interpret journal entries and surveys, a researcher must try to exclude bias. Bias not only covers the researcher’s personal beliefs, but as researches we must not sway the data to meet the needs of the study. In qualitative research, since the researcher is the instrument of measurement, he or she can accidently interpret the data to favor one conclusion over another. One way to avoid this is peer review, by having another researcher look at the raw data and see if they come to the same conclusion can be a good “checks and balances” approach. There are 8 steps to ensuring validity, Prolonged engagement, rich, thick description, triangulation, member checking, discrepant information clarifying researcher bias, peer debriefing, external auditor (Creswell, 2007).
Creswell, J. W. (2007) Qualitive inquiry and research design: Choosing five traditions (2nd ed.).
Parker, I. (2004). Criteria for qualitative research in psychology. Qualitative Research in Psychology, 1(2), 95-106. doi:http://dx.doi.org.ezproxy2.apus.edu/10.1191/1478088704qp010oa
Question 22 of 24
The study of how ideas developed over time is a type of conceptual or psychological historical
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research. Identify a key concept in your own discipline and describe in detail the types of primary sources you could use to understand its history, explaining what each source might add to the study.
My discipline is general psychology, if I were to choose one concept it would be personality theory. The concept of what makes use who we are has puzzled researches to this day. If a researcher was to realize that there is more research to be done on personality theory, he or she you not just start researching what they think personality is.
You must use the vast amount of psychological historic research data and find gaps, questions, or unproven theories to base your research on. When taking on a research project, the researcher must gather information from conducting literary reviews of primary data. Primary data consist of original published research, books, and journals written by the person conducting the research. This is of the utmost importance because if you are reading a review from a third party, they may be interpreting the raw data differently based on their research. An example of this would be if a third-party research was studying unethical psychology in the early 1900 and wrote a review on one of Sigmund Freud's journals. If I were to use this review in my research about personality theory instead of the original journal entry, the data could be skewed and maybe bias based on the other researches study. Primary sources are important in all research we do though out our lives. Primary sources support critical thinking, we must first observe, reflect, and question the source, giving ourselves a better perspective of the time frame in the person’s life in which it was written (Morgan, 2012). The biggest question is how far back do you go historical and stay relevant? In the case of personality theory, I could go as far back as the Greek philosophers because they were the first divergent thinkers that asked the philosophical question how are we as individuals and why are we this way?
Though reading these ancient texts may be inspirational, they will not give me relevant data from a psychological point of view. I would start with the work of Sigmund Freud and Carl Jung for historical primary sources.
Adams, D. K., Mowrer, O. H., Ammons, R. B., Snygg, D., Butler, J. M., Spence, K. W., . . . Maier, N. R. F. (1954). Learning theory, personality theory, and clinical research: The kentucky symposium. HOBOKEN: John Wiley & Sons, Inc., John Wiley & Sons Inc, Hoboken, NJ. doi:http://dx.doi.org.ezproxy1.apus.edu/10.1037/11280-000 Retrieved from https://search-proquest-com.ezproxy1. apus.edu/docview/614185609 ?accountid =8289
Morgan, D. N., & Rasinski, T. V. (2012). The Power and Potential of Primary Sources. Reading Teacher, 65(8), 584–
594. https://doi-org.ezproxy2.apus.edu/10.1002/TRTR.01086
Question 23 of 24
A medical researcher is concerned about mistakenly concluding that a new medication is
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effective when it really is not. What type of error is the researcher concerned about making (Type I or Type II)? Describe what the researcher might do to decrease the likelihood of making that type of error. Discuss ramifications of your suggested approach for other types of error in the study.
When we look at type I and type II errors, they can both be avoided. A type I error is affected by the “a” level, the lower the level the lower the type I error rate. “A” is not the probability of the error, it is in fact a type I error if the null hypothesis is true because if the null hypothesis is false it is impossible to make a type I error. In a type II error it is the contrary, it is failing reject a false hypothesis. In the question the researcher is worried about making a Type I error, his perception is that there are differences between the medication and the control groups when these are consequently due merely to chance. The medical researcher can reduce his or her likelihood of making a Type I error by reducing his or her probability (alpha) level-from .03 to .01 or even .001. The more rigorous the probability level, the less likely the medical researcher will be to make a Type I error. Though, Type I and Type II errors exist in an opposite affiliation. So, as the possibility of making a Type I error declines, the chance of making a Type II error, determining that the medication is not effective when it is increases (Type I and Type II errors, 2003).
Type I and Type II errors. (2003). In R. L. Miller, & J. D. Brewer, The A-Z of Social Research. London, UK: Sage UK. Retrieved from http://ezproxy.apus.edu/login?url=https://search.credoreference.com
/content/entry/sageuksr/type_i_and_type_ii_errors/0?institutionId=8703
Question 24 of 24
Throughout your textbook the authors return to the importance of interpreting the findings of a research project. Explain why this is an essential element in a high-quality research report.
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One of the most important this an author of a research study can do is interpret the findings of his or her study and lead the reader through the study, making sure they fully understand the data and how and why it was used.
Though you may be a subject matter expert in the field in which the study took place, those who are reading your research may not be as familiar with the subject. It is very important as the author of a research study to be completely transparent. For example, in a review of Wong and colleagues’ study on the examination of using acetaminophen and ibuprofen together or alternating use to teat fevers in children there where 3,649 citations from electronic databases. Out of the 3,649 citation only 53 were found to be relevant to the research (Robertson- Malt, S., & Robertson-Malt, S., 2014). When you publish a research study your readers can learn a lot from your citations. If a lot of your research was outside the main subject matter it will alert your readers, there may be publication bias. In conclusion, how you interpreted the data in your study tells the story of your research and how it can elevate you field or answer a question that can help society. As a researcher you already fully understand the work that you have labored on for months or even years, but it is come down to the question of; can another person read your research and understand its importance and how it answers the question being researched? You must lead the reader down the path of exactly how you interpreted the data and make sure there is no bias that will side
track the reader. In the end, how you interpret all of the data and how it is explained to the reader has a huge impact of how successful the study is and your reputation as a researcher.
Robertson-Malt, S., & Robertson-Malt, S. (2014). Presenting and interpreting findings. The American Journal of Nursing, 114(8), 49–54. https://doi.org/10.1097/01.NAJ.0000453044.01124.59
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