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Chapter 2A Scientific Methods in Psychology
TRUE/FALSE
1. If a result is replicable, other investigators can repeat the procedure and get similar results.
ANS: T REF: replicable OBJ: remembering (definition)
2. If a result is not replicable, theorists will ignore it.
ANS: T REF: replicable OBJ: remembering
3. A meta-analysis allows someone to combine results from many studies as if they were one large study.
ANS: T REF: replicable OBJ: remembering
4. A scientific theory is no more than a guess.
ANS: F REF: theory OBJ: remembering
5. A good scientific theory should be falsifiable.
ANS: T REF: burden of proof OBJ: remembering
6. If someone makes an interesting claim, such as extrasensory perception, anyone who doubts it has the
“burden of proof.”
ANS: F REF: burden of proof
OBJ: application and understanding
7. Other factors being equal, theories that are the most parsimonious are preferred by scientists.
ANS: T REF: parsimony OBJ: remembering
8. Several laboratory demonstrations of extrasensory perception are consistently replicable.
ANS: F REF: extrasensory OBJ: remembering
9. Claims for extrasensory perception are neither parsimonious nor replicable.
ANS: T REF: extrasensory OBJ: remembering
10. Most dictionary definitions are operational definitions.
ANS: F REF: operational def
OBJ: application and understanding
11. An operational definition tells how to measure something.
ANS: T REF: operational def OBJ: remembering (definition)
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12. If you survey everyone you meet at the mall one day, you obtain a random sample of the population.
ANS: F REF: samples OBJ: application and understanding
13. Changing the wording of a survey question causes many people to answer differently.
ANS: T REF: survey OBJ: remembering
14. A correlation coefficient of -.7 represents a stronger relationship between variables than a correlation
coefficient of +.5.
ANS: T REF: correlation OBJ: application and understanding
15. Dr. Jones finds a correlation of +.5 between variables A and B. Dr. Jones can logically conclude that
changes in variable A caused the changes observed in variable B.
ANS: F REF: correlation/causation
OBJ: application and understanding
16. Properly conducted experiments allow researchers to draw conclusions about cause and effect.
ANS: T REF: experiments OBJ: remembering
17. Every experiment has at least one independent variable.
ANS: T REF: experiments OBJ: remembering
18. In an experiment on how watching violent television affects behavior, the type of television program
viewed would be the dependent variable.
ANS: F REF: experiments OBJ: application and understanding
19. The control group in an experiment is the group of people who have some control over what happens.
ANS: F REF: experiments OBJ: remembering (definition)
20. Random assignment is an important procedure in both experiments and correlational research.
ANS: F REF: correlation OBJ: application and understanding
21. The use of a blind observer reduces the influence of experimenter bias.
ANS: T REF: blind studies OBJ: application and understanding
22. A double-blind procedure reduces the influence of demand characteristics.
ANS: T REF: blind studies OBJ: application and understanding
23. If most patients recover from depression after a few months of therapy, we can conclude that the
therapy was helpful.
ANS: F REF: before/after OBJ: application and understanding
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24. A before-and-after study can lead to a firm conclusion, even without a control group.
ANS: F REF: before/after OBJ: application and understanding
25. Any ethical experiment on people begins by asking participants for their informed consent.
ANS: T REF: human ethics OBJ: remembering
26. The mean is especially useful if the scores approximate the normal distribution.
ANS: T REF: central score OBJ: application and understanding
27. Consider the following set of scores on a quiz: 2, 2, 3, 5, 8. The mean for this set of scores is 3.
ANS: F REF: central score OBJ: application and understanding
28. Consider the following set of scores on a quiz: 2, 2, 3, 5, 8. The mode for this set of scores is 2.
ANS: T REF: central score OBJ: application and understanding
29. Consider the following set of scores on a quiz: 2, 2, 3, 5, 8. The median for this set of scores is 4.
ANS: F REF: central score OBJ: application and understanding
30. Group A receives the following scores: 14, 15, 15, 15, 16. Group B receives the following scores: 4, 8,
12, 16, 20. The standard deviation for Group B is higher than it is for Group A.
ANS: T REF: variation OBJ: application and understanding
31. Professor Smith finds that the outcomes of his results are not statistically significant. Therefore,
Professor Smith’s hypothesis was wrong.
ANS: F REF: inferential OBJ: application and understanding
32. In general, the smaller the p value, the more impressive the results.
ANS: T REF: inferential OBJ: application and understanding
33. If the p value of a research study is small, the 95% confidence intervals for each group will be large.
ANS: F REF: inferential OBJ: application and understanding
COMPLETION
1. A statement that leads to a clear prediction is called a ____________.
ANS: hypothesis
REF: hypothesis OBJ: remembering (definition)
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2. The goal of scientific research is to establish comprehensive explanations of observable events. These
explanations are called ____________________.
ANS: theories
REF: evaluating theories OBJ: remembering (definition)
3. If different researchers consistently get similar results, we say the results are _________.
ANS: replicable
REF: replicable OBJ: remembering (definition)
4. If a theory is stated so precisely that we can see what evidence would count against it, we say the
theory is ______________
ANS: falsifiable
REF: burden of proof OBJ: remembering (definition)
5. If a theory makes simple, acceptable assumptions, we say the theory is ___________.
ANS: parsimonious
REF: parsimony OBJ: remembering (definition)
6. Two serious objections to claims of extrasensory perception are that the explanations are not
____________________ and that the results are not ____________________.
ANS: parsimonious; replicable
REF: extrasensory OBJ: remembering
7. A definition that states how to measure something is a(n) __________ definition.
ANS: operational
REF: operational def OBJ: remembering (definition)
8. If every individual in the population has an equal chance of being selected for a sample, the sample is
said to be a/an ____________________ sample.
ANS: random
REF: samples OBJ: remembering (definition)
9. A researcher who wants to generalize the findings to apply to the whole population will, ideally, get
what kind of sample? __________
ANS:
random sample
cross-cultural sample
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REF: samples OBJ: application and understanding
10. A sample of the population that matches the whole population in percentage of males and females, old
and young, etc., is a(n) _______________ sample.
ANS: representative
REF: samples OBJ: remembering (definition)
11. An instructor measures to what extent the students who attend class regularly also do well on the tests.
This type of research is called a ___________
ANS: a correlational study
REF: correlation OBJ: application and understanding
12. A correlation coefficient ranges from a low of zero to a high of ____
ANS:
1 (or “plus or minus 1”)
1 or “plus or minus 1”
1
plus or minus 1
REF: correlation OBJ: remembering
13. If an increase in one variable is not associated with any consistent increase or decrease in a second
variable, then the correlation between the two variables is ____________________.
ANS:
zero
0
REF: correlation OBJ: remembering
14. To evaluate the effects of expectations, a researcher might give the experimental group a new drug and
give the control group an inactive pill, known as a(n)_________
ANS: placebo
REF: placebo OBJ: remembering
15. An experimenter manipulates one variable to see how it affects a second variable. The one the
experimenter manipulates is the ___________ variable.
ANS: independent
REF: experiments OBJ: remembering (definition)
16. An experimenter manipulates one variable to see how it affects a second variable. The one the
experimenter measures to see how it was affected is the ___________ variable.
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ANS: dependent
REF: experiments OBJ: remembering (definition)
17. In a properly conducted experiment, the researcher assigns people to the experimental and control
groups by a procedure known as _________ assignment.
ANS: random
REF: experiments OBJ: remembering
18. To reduce or avoid effects of experimenter bias, it is best to have a _______ observer make the
observations or collect the data.
ANS: blind
REF: blind studies OBJ: application and understanding
19. In many cases a researcher conceals the purpose of the study, so that participants will not be heavily
influenced by _________ characteristics.
ANS: demand
REF: demand characteristics OBJ: remembering
20. The main problem with a before-and-after study is that it has no ________ group.
ANS: control
REF: before/after OBJ: remembering
21. Before conducting any experiment on humans, a psychological investigator must obtain ___________
consent from the participants.
ANS: informed
REF: human ethics OBJ: remembering
22. The sum of all the scores divided by the total number of scores is called the ______. (NOT “average.”
Give the more precise term.)
ANS: mean
REF: central score OBJ: remembering (definition)
23. If you arrange scores from the highest to the lowest, the middle one is called the ______.
ANS: median
REF: central score OBJ: remembering (definition)
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SHORT ANSWER
1. A scientist has formed the following hypothesis: individuals who eat a late lunch consume more food
than individuals who eat an early lunch. Once she has constructed her hypothesis, what are the three
steps that she should follow to complete her experiment? State the steps and give an example of how
to complete each step.
ANS:
The first step is to devise a method to test the hypothesis. One way to test the effects of time of day on
calorie consumption would be to ask participants to fast in the morning and have one group eat lunch
at 11:00 a.m. and the other group eat lunch at 2:00 p.m.
The next step is to collect results. The scientist would first need to define the variable of interest. In
this example, counting calorie consumption at each dining time would be one option.
The final step is to interpret the data and determine what the results mean. If the participants eating
early lunch consume more calories, the scientist should either abandon or modify the original
hypothesis. If the participants eating early lunch consume fewer calories (matching the prediction),
investigators gain confidence in their hypothesis, and may consider other possible explanations.
REF: gathering evidence OBJ: application and understanding
2. After defining the variables involved in a study, scientists have to identify individuals to study. The
population is the group of individuals to whom we hope our conclusions will apply. Researchers
generally hope that their conclusions will apply to a large population, such as all 5-year-olds or all
people with schizophrenia. Because it is not practical to examine everyone in the population,
researchers study a sample of people and assume that the results for the sample apply to the whole
population. Briefly define the following types of samples: convenience sample, representative sample,
random sample, and cross cultural sample.
ANS:
Convenience Sample: a group chosen because of its ease of study. An example is the use of college
students taking a psychology course.
Representative Sample: closely resembles the population in its percentage of males and females,
Blacks and Whites, young and old, city dwellers and farmers, or other characteristics that are likely to
affect the results.
Random Sample: every individual in the population has an equal chance of being selected. For
example, the researcher might take the census report for a state and try to contact 100 people, chosen at
random from the list.
Cross-Cultural Sample: groups of people from at least two cultures, such as the United States and
India.
REF: general principles of psychological disorder OBJ: remembering (definition)
3. Why are most psychological researchers skeptical of the idea of extrasensory perception?
ANS:
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First, despite many attempts, no one has found evidence for extrasensory perception that is
consistently replicable. Second, because the idea conflicts with basic principles of physics, researchers
seek a more parsimonious explanation.
REF: evaluating scientific theories OBJ: evaluating
4. Describe an example of a negative correlation.
ANS:
A few examples: (1) The greater the number of days in a month spent exercising, the fewer the number
of sick days used. (2) The more time someone practices golf, the lower the person’s golf score, on
average. (3) On average, people who smoke more cigarettes have a shorter life expectancy. (4) The
more times a student misses class, the lower the probable score on a test.
REF: observational research designs OBJ: application and understanding
5. A mother is attempting to minimize the number of times that her toddler pulls on his kitty’s tail. She
wants to assess whether different types of discipline have any effect on his behavior. For three weeks
during the month, the mother gives the toddler one week of one specific type of discipline. One week
the toddler receives time outs, one week he has a toy taken away, and one week he is told to clean the
kitty’s bowl for each kitty tail pull. At the end of each week, the mother tallies up the number of kitty
tail pulls for the week. Identify the independent variable and the dependent variable.
ANS:
The independent variable is the discipline method. The dependent variable is the number of kitty tail
pulls.
REF: experiments OBJ: application and understanding
6. Falsifiability, independent variables, dependent variables, blind observers, and demand characteristics
are all potential characteristics of an experiment. Which of these would an experimenter try to
minimize or avoid, and why?
ANS:
An experimenter would try to minimize or avoid demand characteristics since these are cues that tell a
participant what is expected of him or her and what the experimenter hopes to find. The experimenter
would like the results to depend on the experimental manipulation rather than participants’ attempts to
conform to the experimenter’s predictions.
REF: experiments OBJ: evaluating
