PSY 550 Final Exam: Research
Methods Questions with Verified
Answers & Detailed Rationales Grand
Canyon University | Complete Solution
Guide | A+ Graded
Question 1
A researcher is interested in studying how memory performance changes across the
lifespan. She recruits a group of 20-year-olds, 40-year-olds, and 60-year-olds and
tests their memory performance in a single session. This is an example of which
type of developmental research design?
A) Longitudinal design
B) Cross-sectional design
C) Sequential design
D) Time-series design
Answer: B) Cross-sectional design
Rationale: Cross-sectional design involves comparing different age groups
(cohorts) at a single point in time. The researcher is not following the same
individuals over time, which would be longitudinal (A). Sequential design (C)
combines both longitudinal and cross-sectional approaches. Time-series design (D)
involves repeated measurements over time.
Question 2
A researcher follows a group of 100 participants from age 20 to age 60, testing
their cognitive abilities every 5 years. This is an example of which type of
developmental research design?
,A) Longitudinal design
B) Cross-sectional design
C) Sequential design
D) Cohort-sequential design
Answer: A) Longitudinal design
Rationale: Longitudinal design involves following the same participants over an
extended period and measuring them at multiple time points. This allows the
researcher to track developmental changes within individuals. Cross-sectional (B)
compares different age groups at one time. Sequential (C, D) combines
longitudinal and cross-sectional elements.
Question 3
Which of the following is a major limitation of cross-sectional research designs?
A) They are too expensive to conduct
B) They take too long to complete
C) They are confounded by cohort effects
D) They cannot demonstrate age differences
Answer: C) They are confounded by cohort effects
Rationale: Cross-sectional designs are vulnerable to cohort effects—differences
between age groups may reflect generational differences rather than true
developmental changes. They are not too expensive (A) or time-consuming (B); in
fact, they are relatively quick and cheap. They can demonstrate age differences
(D), but cannot determine if those differences reflect development or cohort
effects.
Question 4
A researcher wants to study changes in political attitudes across adulthood while
controlling for cohort effects. Which design would be MOST appropriate?
,A) Cross-sectional design
B) Longitudinal design
C) Sequential design
D) Experimental design
Answer: C) Sequential design
Rationale: Sequential design combines longitudinal and cross-sectional
approaches by following multiple cohorts over time. This allows the researcher to
separate age effects from cohort effects. Longitudinal (B) controls for cohort but is
time-consuming. Cross-sectional (A) is confounded by cohort effects.
Experimental design (D) is not typically used for developmental questions.
Question 5
What is the primary advantage of longitudinal designs over cross-sectional
designs?
A) They are quicker and cheaper to conduct
B) They eliminate the need for random assignment
C) They can demonstrate developmental continuity and discontinuity within
individuals
D) They require fewer participants
Answer: C) They can demonstrate developmental continuity and discontinuity
within individuals
Rationale: Longitudinal designs track the same individuals over time, allowing
researchers to observe developmental continuity (stable traits) and discontinuity
(changes) within individuals. Cross-sectional designs (A, D) are quicker and
cheaper but cannot track individual development. Random assignment (B) is not a
feature of either design.
Question 6
A researcher is studying the effect of a new teaching method on student
, performance. Students are randomly assigned to either the new method or
traditional method. This is an example of:
A) Quasi-experimental design
B) True experimental design
C) Correlational design
D) Descriptive design
Answer: B) True experimental design
Rationale: True experimental design requires random assignment of participants
to conditions and manipulation of the independent variable. This design meets both
criteria. Quasi-experimental (A) lacks random assignment. Correlational (C) does
not manipulate variables. Descriptive (D) simply describes phenomena.
Question 7
A researcher wants to study the effect of a new reading intervention but cannot
randomly assign students to conditions because the school has already placed
students in ability groups. The researcher compares the reading scores of students
in the intervention group to those in a comparison group. This is an example of:
A) True experimental design
B) Quasi-experimental design
C) Correlational design
D) Single-case design
Answer: B) Quasi-experimental design
Rationale: Quasi-experimental research resembles an experiment but lacks
random assignment to conditions. The researcher manipulates the independent
variable (intervention) but cannot randomly assign participants, making it quasi-
experimental. True experimental (A) requires random assignment. Correlational
(C) does not manipulate variables.
Methods Questions with Verified
Answers & Detailed Rationales Grand
Canyon University | Complete Solution
Guide | A+ Graded
Question 1
A researcher is interested in studying how memory performance changes across the
lifespan. She recruits a group of 20-year-olds, 40-year-olds, and 60-year-olds and
tests their memory performance in a single session. This is an example of which
type of developmental research design?
A) Longitudinal design
B) Cross-sectional design
C) Sequential design
D) Time-series design
Answer: B) Cross-sectional design
Rationale: Cross-sectional design involves comparing different age groups
(cohorts) at a single point in time. The researcher is not following the same
individuals over time, which would be longitudinal (A). Sequential design (C)
combines both longitudinal and cross-sectional approaches. Time-series design (D)
involves repeated measurements over time.
Question 2
A researcher follows a group of 100 participants from age 20 to age 60, testing
their cognitive abilities every 5 years. This is an example of which type of
developmental research design?
,A) Longitudinal design
B) Cross-sectional design
C) Sequential design
D) Cohort-sequential design
Answer: A) Longitudinal design
Rationale: Longitudinal design involves following the same participants over an
extended period and measuring them at multiple time points. This allows the
researcher to track developmental changes within individuals. Cross-sectional (B)
compares different age groups at one time. Sequential (C, D) combines
longitudinal and cross-sectional elements.
Question 3
Which of the following is a major limitation of cross-sectional research designs?
A) They are too expensive to conduct
B) They take too long to complete
C) They are confounded by cohort effects
D) They cannot demonstrate age differences
Answer: C) They are confounded by cohort effects
Rationale: Cross-sectional designs are vulnerable to cohort effects—differences
between age groups may reflect generational differences rather than true
developmental changes. They are not too expensive (A) or time-consuming (B); in
fact, they are relatively quick and cheap. They can demonstrate age differences
(D), but cannot determine if those differences reflect development or cohort
effects.
Question 4
A researcher wants to study changes in political attitudes across adulthood while
controlling for cohort effects. Which design would be MOST appropriate?
,A) Cross-sectional design
B) Longitudinal design
C) Sequential design
D) Experimental design
Answer: C) Sequential design
Rationale: Sequential design combines longitudinal and cross-sectional
approaches by following multiple cohorts over time. This allows the researcher to
separate age effects from cohort effects. Longitudinal (B) controls for cohort but is
time-consuming. Cross-sectional (A) is confounded by cohort effects.
Experimental design (D) is not typically used for developmental questions.
Question 5
What is the primary advantage of longitudinal designs over cross-sectional
designs?
A) They are quicker and cheaper to conduct
B) They eliminate the need for random assignment
C) They can demonstrate developmental continuity and discontinuity within
individuals
D) They require fewer participants
Answer: C) They can demonstrate developmental continuity and discontinuity
within individuals
Rationale: Longitudinal designs track the same individuals over time, allowing
researchers to observe developmental continuity (stable traits) and discontinuity
(changes) within individuals. Cross-sectional designs (A, D) are quicker and
cheaper but cannot track individual development. Random assignment (B) is not a
feature of either design.
Question 6
A researcher is studying the effect of a new teaching method on student
, performance. Students are randomly assigned to either the new method or
traditional method. This is an example of:
A) Quasi-experimental design
B) True experimental design
C) Correlational design
D) Descriptive design
Answer: B) True experimental design
Rationale: True experimental design requires random assignment of participants
to conditions and manipulation of the independent variable. This design meets both
criteria. Quasi-experimental (A) lacks random assignment. Correlational (C) does
not manipulate variables. Descriptive (D) simply describes phenomena.
Question 7
A researcher wants to study the effect of a new reading intervention but cannot
randomly assign students to conditions because the school has already placed
students in ability groups. The researcher compares the reading scores of students
in the intervention group to those in a comparison group. This is an example of:
A) True experimental design
B) Quasi-experimental design
C) Correlational design
D) Single-case design
Answer: B) Quasi-experimental design
Rationale: Quasi-experimental research resembles an experiment but lacks
random assignment to conditions. The researcher manipulates the independent
variable (intervention) but cannot randomly assign participants, making it quasi-
experimental. True experimental (A) requires random assignment. Correlational
(C) does not manipulate variables.
