Research Methods for the Behavioral Sciences
6th Edition
ISBN: 9781337681698
Author: Frederick J Gravetter; Lori-Ann B. Forzano
Publisher: Cengage Limited
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Textbook Question
Chapter 8.2, Problem 3LO
Define individual differences and explain how individual differences between groups and confounding from environmental variables can threaten the internal validity of a between-subjects design.
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Chapter 8 Solutions
Research Methods for the Behavioral Sciences
Ch. 8.1 - Describe, compare, and contrast the defining...Ch. 8.1 - Explain the general advantages and disadvantages...Ch. 8.2 - Define individual differences and explain how...Ch. 8.3 - Identify the three primary techniques for limiting...Ch. 8.4 - Describe how individual differences influence...Ch. 8.4 - Identify the options for reducing or controlling...Ch. 8.5 - Describe how differential attrition and...Ch. 8.6 - Describe how between-subjects designs are used to...Ch. 8 - In addition to the key words, you should also be...Ch. 8 - At the beginning of this chapter (p. 186) we...
Ch. 8 - In a between-subjects design, each individual...Ch. 8 - A researcher has a sample of 30 rats that are all...Ch. 8 - Briefly explain how a participant characteristic,...Ch. 8 - Explain the advantages and disadvantages of using...Ch. 8 - A recent survey at a major corporation found that...Ch. 8 - Describe how individual differences can produce...Ch. 8 - Explain how holding a participant variable such as...Ch. 8 - Describe some of the problems that can arise when...Ch. 8 - Describe the advantages of a two-group design...Ch. 8 - Identify the advantages of a multiple-group design...
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- What is a confounding variable in research, and how can it affect the results of a study? Provide an example of a confounding variable in a hypothetical study.arrow_forwardIf I studied the relationship between class size and student achievement, what kind of research design would I use?arrow_forwardA recent study on driving behavior examined whether the combination of high driving skills and low safety skills is dangerous. Participants were classified as high or low in driving skill based on responses to a driver-skill inventory, then classified as high or low in safety skill based on responses to a driver-aggression scale. An overall measure of driving risk was obtained by combining several variables such as number of accidents, tickets, tendency to speed, etc. The following data were obtained. Use a 2 x 2 ANOVA with the .05 significance level to evaluate the results. What cutoff score(s) should be used? Driving Skill Low High Safety Skill Low M1=5 M2=4.5 S1=2.7 S2=3.8 N1=6 N2=6 HIgh M3=3 M4=3.5 S3=2.9 S4=2.5 N3=6 N4=6 Group of answer choices +4.35 +3.40 +3.49 +4.26arrow_forward
- A recent study on driving behavior examined whether the combination of high driving skills and low safety skills is dangerous. Participants were classified as high or low in driving skill based on responses to a driver-skill inventory, then classified as high or low in safety skill based on responses to a driver-aggression scale. An overall measure of driving risk was obtained by combining several variables such as number of accidents, tickets, tendency to speed, etc. The following data were obtained. Use a 2 x 2 ANOVA with the .05 significance level to evaluate the results. Which of the following is one of the research hypotheses? Driving Skill Low High Safety Skill Low M1=5 M2=4.5 S1=2.7 S2=3.8 N1=6 N2=6 HIgh M3=3 M4=3.5 S3=2.9 S4=2.5 N3=6 N4=6 Group of answer choices The difference in driving risk between drivers with high and low driving safety does not depend on driving skill level On average, drivers classified as high and low in safety skill do not…arrow_forwardHow might the absence of data screening affect a researcher’s data quality, their interpretations of the data, and thereby their interpretations of their study’s findings?arrow_forwardA lecturer would like to analyse whether there is a relationship between the country of origin of international students and the number of hours per day they spent on social media. write down two variables involved in the study above.arrow_forward
- A significant interaction was found between depression, social support and GPA. These results should be considered with caution and further research should be done to better understand the relationships between these variables. Furthermore, those working with college students should consider the overall well-being of the student, as it is possible that their academic performance may not be affected by anxiety and/or depression. IS THIS A TYPE 1 ERROR OR A TYPE 2 ERROR IN RESEARCH?arrow_forwardThis case study looks at the introduction of a pet therapy program. The evaluator looks at a number of variables including patient age, gender, and length of stay in the rehabilitation unit. The evaluator did not look at the type of injury or the type of therapy the patient was receiving. This study found no statistically significant relationship between the number of pet visits and satisfaction with the pet therapy project. Suppose there was a statistically significant difference between number of visits and satisfaction. What would this mean for the evaluation of the pet therapy program?arrow_forwardCan I get some help with identifying the variables and individuals?arrow_forward
- Aside from looking at how high or how low the class standings are, Prof. Juan is also interested in knowing if student performance varies significantly. This is not necessarily a bad indicator. In fact, variation in student performance may reflect the discriminatory ability of course assessments. In the past (face-to-face set-up), it is common to encounter some extreme class standings and disparities in the scores. Prof. Juan thinks this is not the case now and that the variance of class standings is less than the usual, 100 squared points. Below is the R Commander output to help clarify Prof. Juan's hypothesis. R COMMANDER OUTPUT One sample Chi-squared test for variance data: CLASS STDG X-squared = alternative hypothesis: true variance is less than 100 7.7585, df = 49, p-value = 2.095e-12arrow_forwardAside from looking at how high or how low the class standings are, Prof. Juan is also interested in knowing if student performance varies significantly. This is not necessarily a bad indicator. In fact, variation in student performance may reflect the discriminatory ability of course assessments. In the past (face-to-face set-up), it is common to encounter some extreme class standings and disparities in the scores. Prof. Juan thinks this is not the case now and that the variance of class standings is less than the usual, 100 squared points. Recall from No. 1 that normality assumption on class standings was satisfied. Using the chi-squared test for variance with a p-value equal to 2.095e-12, it can be said that there is ________ evidence that the variance of class standings is ______ 100 squared points. This may indicate the_________discriminatory power of the assessments in Prof. Juan’s course materials.arrow_forwardHow does the correlation between socio-economic status and health outcomes vary across different ethnic groups in the United States, and what are the implications of these disparities for public health policy and healthcare delivery systems?arrow_forward
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