The world’s Largest Sharp Brain Virtual Experts Marketplace Just a click Away
Levels Tought:
Elementary,Middle School,High School,College,University,PHD
| Teaching Since: | May 2017 |
| Last Sign in: | 283 Weeks Ago, 3 Days Ago |
| Questions Answered: | 27237 |
| Tutorials Posted: | 27372 |
MCS,MBA(IT), Pursuing PHD
Devry University
Sep-2004 - Aug-2010
Assistant Financial Analyst
NatSteel Holdings Pte Ltd
Aug-2007 - Jul-2017
| construct validity. |
| ecological validity. |
| external validity. |
| internal validity. |
3 points
Question 2
| conveys information in as few words as possible. |
| does not make inferences about what the reader knows. |
| restricts the number of theoretic constructs discussed in the report. |
| uses shorter sentences instead of longer ones. |
3 points
Question 3
| advocacy of a theoretical perspective. |
| communication of research methodology and findings. |
| expression of the researcher’s opinions regarding a problem area. |
| stimulation of follow-up studies. |
3 points
Question 4
| apparatus |
| design |
| participants |
| procedure |
3 points
Question 5
| introduction |
| method |
| procedure |
| results |
3 points
Question 6
| carryover effects. |
| fatigue effects. |
| interference effects. |
| practice effects. |
3 points
Question 7
| have greater external validity. |
| reduce confounding. |
| yield more realistic data. |
| have greater external validity and yield more realistic data. |
3 points
Question 8
| discussion |
| introduction |
| methods |
| results |
3 points
Question 9
| internal valid |
| practically significant |
| replicable |
| internally valid and replicable |
3 points
Question 10
| It is harder to employ unobtrusive measures. |
| They have less external validity. |
| We cannot manipulate antecedent conditions. |
| We often have little or no control over who participates in the experiment. |
3 points
Question 11
| Meta-analysis |
| Multivariate analysis |
| Power analysis |
| Regression analysis |
3 points
Question 12
| discussion |
| introduction |
| method |
| results |
3 points
Question 13
| evaluate and interpret the results of your experiment. |
| explain how you developed the research hypothesis. |
| review prior research in the area. |
| summarize the study. |
3 points
Question 14
| extraneous variables did not confound the study. |
| random assignment created groups that were identical on the dependent variable before the researcher manipulated the independent variable. |
| the effect size of the independent variable is very large. |
| the independent variable produced group differences on the dependent variable that are larger than we would expect due to chance. |
3 points
Question 15
| every subject in our sample has an equal chance of being placed in any of the treatment conditions. |
| every subject in the population has an equal chance of being selected for the experiment. |
| the treatment groups are identical on potentially confounding extraneous variables. |
| treatment order is randomized to prevent order effects. |
3 points
Question 16
| 60 |
| 75 |
| 125 |
| 250 |
3 points
Question 17
| external validity |
| statistical power |
| internal validity |
| the experimental design |
3 points
Question 18
| controls extraneous variables better than random assignment in a between-subjects design. |
| is less vulnerable to carryover effects than a between-subjects design. |
| requires less time to run subjects than a between-subjects design. |
| requires more subjects than a between-subjects design. |
3 points
Question 19
| Select a design based on the number of subjects immediately available. |
| Select a design that can detect higher-order interactions. |
| Select the design with the lowest statistical power. |
| Select the simplest design that will adequately test your hypothesis. |
3 points
Question 20
| between-subjects |
| factorial |
| independent groups |
| repeated-measures |
3 points
Question 21
| effect size |
| external validity |
| internal validity |
| statistical power |
3 points
Question 22
| independent groups |
| matched groups |
| mixed design |
| multiple independent groups |
3 points
Question 23
| participation in one treatment condition will provide subjects too many clues about the next conditions. |
| subjects vary widely in performance on the dependent variable. |
| there is a small number of subjects. |
| we need to control extraneous subject variables. |
3 points
Question 24
| carryover effects. |
| fatigue effects. |
| interference effects. |
| practice effects. |
3 points
Question 25
| conditions |
| elements |
| factors |
| levels |
3 points
Question 26
| factorial designs |
| multiple levels designs |
| multiple independent groups designs |
| univariate designs |
3 points
Question 27
| correlational study |
| ex post facto |
| field experiment |
| quasi-experiment |
3 points
Question 28
| aggregation |
| control groups |
| cover stories |
| unobtrustive measures |
3 points
Question 29
| waiting-list controls deny treatment to patients who need it. |
| waiting-list controls lack the credibility of conventional treatments. |
| waiting-list controls possess low external validity. |
| waiting-list controls suffer from high subject mortality. |
3 points
Question 30
| External validity |
| Practical significance |
| Internal validity |
| Research significance |
3 points
Question 31
| between-subjects |
| multiple independent groups |
| matched groups |
| within-subjects |
3 points
Question 32
| attribution |
| experimenter bias |
| reactivity |
| social facilitation |
3 points
Question 33
A sample's representativeness affects
|
external validity. |
|
statistical power. |
|
internal validity. |
|
the experimental design. |
----------- ----------- H-----------ell-----------o S-----------ir/-----------Mad-----------am ----------- Th-----------ank----------- yo-----------u f-----------or -----------usi-----------ng -----------our----------- we-----------bsi-----------te -----------and----------- ac-----------qui-----------sit-----------ion----------- of----------- my----------- po-----------ste-----------d s-----------olu-----------tio-----------ns.----------- Pl-----------eas-----------e p-----------ing----------- me----------- on----------- ch-----------at -----------I a-----------m o-----------nli-----------ne -----------or -----------inb-----------ox -----------me -----------a m-----------ess-----------age-----------