Research Methods in Psychology: Evaluating a World of Information 4th Edition — by Beth Morling —Complete Test Bank (Ch.1-14)

TEST BANK
Research Methods in Psychology: Evaluating a World of Information, 4th Edition
By Beth Morling
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, Table of Content
PART I – INTRODUCTION TO SCIENTIFIC REASONING
Chapter 1. Psychology is a way of thinking
Chapter 2. Sources of information: Why research is best and how to find it
Chapter 3. Three claims, four validities: Interrogation tools for consumers of research
PART II – RESEARCH FOUNDATIONS FOR ANY CLAIM
Chapter 4. Ethical guidelines for psychology research
Chapter 5. Identifying good measurement
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PART III – TOOLS FOR EVALUATING FREQUENCY CLAIMS
Chapter 6. Surveys and observations: Describing what people do
Chapter 7. Sampling: Estimating the frequency of behaviours and beliefs
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PART IV – TOOLS FOR EVALUATING ASSOCIATION CLAIMS
Chapter 8. Bivariate correlational research
Chapter 9. Multivariate correlational research


PART V – TOOLS FOR EVALUATING CAUSAL CLAIMS
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Chapter 10. Introduction to simple experiments
Chapter 11. More on experiments: Confounding and obscuring variables
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Chapter 12. Experiments with more than one independent variable
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PART VI – BALANCING RESEARCH PRIORITIES
Chapter 13. Quasi-experiments and small-N designs
Chapter 14. Replication, transparency and real-world importance
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,CHAPTER 1: Psychology Is a Way of Thinking



LEARNING OBJECTIVES

Learning Objective 1.1: Articulate how the roles of consumers and producers of psychological research are similar
and how they differ.

Learning Objective 1.2: Explain how theories and data interact to form empirical inquiry.

Learning Objective 1.3: Identify examples of basic and applied research and describe the interactions between the two
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kinds of research.

Learning Objective 1.4: Describe the role of the peer-review process in science.

Learning Objective 1.5: Give examples of ways that researchers dig deeper by doing more than just one study on a
research question.
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Learning Objective 1.6: Describe the differences between empirical journals and popular journalism; describe the
goals of each format and give examples of ways that journalists can write better stories about scientific news.

MULTIPLE CHOICE
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1. Which of the following is an example of being a producer of research?
a. Administering an anxiety questionnaire
b. Applying a new therapy technique
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c. Writing an opinion article about a psychological study
d. Undergoing a brain scan
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ANS: A DIF: Medium REF: 1.1 Research Producers, Research Consumers: Why the Producer Role
Is Important OBJ: Learning Objective 1.1 MSC: Understanding
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2. Which of the following is an example of being a consumer of research?
a. Administering a questionnaire of PTSD symptoms
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b. Consenting to participate in a research study
c. Attending a psychological conference
d. Measuring dopamine levels in patients with schizophrenia

ANS: C DIF: Medium REF: 1.1 Research Producers, Research Consumers: Why the Consumer
Role Is Important OBJ: Learning Objective 1.1 MSC: Applying

3. Students who are interested in being consumers of, but not producers of, research might choose which of the
following professions?
a. A clinical psychologist

, b. An intervention program evaluator
c. A political pollster
d. An advertising executive

ANS: D DIF: Medium REF: 1.1 Research Producers, Research Consumers: Why the Consumer
Role Is Important OBJ: Learning Objective 1.1 MSC: Analyzing

4. Dr. Smitherman insists that all his research assistants know how to be producers of research. All of the following
relate to this requirement EXCEPT:
a. He wants to make sure they understand how to write in APA style.
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b. He wants to make sure they understand why anonymity is important.
c. He wants to make sure they understand how to interpret study results and graphs.
d. He wants to make sure they have previously been participants in research studies.

ANS: D DIF: Medium REF: 1.1 Research Producers, Research Consumers: Why the Consumer
Role Is Important OBJ: Learning Objective 1.1 MSC: Understanding
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5. Elliott is double majoring in English and psychology. He plans on being a high school English teacher and is only
majoring in psychology because he finds the classes interesting. Which of the following is an important reason for
him to be a good consumer of research?
a. His psychology advisor may ask for his help in copy-editing a research article.
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b. He will likely need to be a participant in research studies as part of his psychology major.
c. He will probably want to read research related to enhancing his teaching.
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d. He will have to produce research before he can consume it.

ANS: C DIF: Easy REF: 1.1 Research Producers, Research Consumers: Why the Consumer
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Role Is Important OBJ: Learning Objective 1.1 MSC: Applying

6. In the theory-data cycle, theories first lead to .
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a. questions
b. answers
c. data
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d. research

ANS: A DIF: Easy REF: 1.2 How Scientists Approach Their Work: Scientists Test Theories: The
Theory-Data Cycle OBJ: Learning Objective 1.2 MSC: Understanding

7. Another word for hypothesis is a(n) .
a. theory
b. observation
c. prediction