Research Methods in Psychology:
Evaluating a World of Information
ST
3rd Edition
UV
IA
TEST BANK
?_
AP
PR
Beth Morling
OV
Comprehensive Test Bank for Instructors
and Students
ED
© Beth Morling. All rights reserved. Reproduction or distribution without permission is
??
prohibited.
©MEDCONNOISSUER
, Research Methods in Psychology: Evaluating a World of Information (3rd
Edition)
Author: Beth Morling
Test Bank
ST
TABLE OF CONTENTS
UV
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
Chapter 4: Ethical Guidelines for Psychology Research
IA
Chapter 5: Identifying Good Measurement
Chapter 6: Surveys and Observations: Describing What People Do
Chapter 7: Sampling: Estimating the Frequency of Behaviors and Beliefs
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Chapter 8: Bivariate Correlational Research
Chapter 9: Multivariate Correlational Research
Chapter 10: Introduction to Simple Experiments
Chapter 11: More on Experiments: Confounding and Obscuring Variables
AP
Chapter 12: Experiments with More Than One Independent Variable
Chapter 13: Quasi-Experiments and Small-N Designs
Chapter 14: Replicability, Generalization, and the Real World
PR
OV
ED
??
©MEDCONNOISSUER
, CHAPTER 1: Psychology Is a Way of Thinking
LEARNING OBJECTIVES
ST
Learning Objective 1.1: Articulate how the roles of consumers and producers of psychological
UV
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
IA
interactions between the two 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
AP
just one study on a research question.
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
PR
write better stories about scientific news.
OV
MULTIPLE CHOICE
1. Which of the following is an example of being a producer of research?
a. Administering an anxiety questionnaire
ED
b. Applying a new therapy technique
c. Writing an opinion article about a psychological study
??
d. Undergoing a brain scan
ANS: A DIF: Medium REF: 1.1 Research Producers, Research Consumers:
, Why the Producer Role Is Important OBJ: Learning Objective 1.1 MSC:
Understanding
2. Which of the following is an example of being a consumer of research?
ST
a. Administering a questionnaire of PTSD symptoms
b. Consenting to participate in a research study
UV
c. Attending a psychological conference
d. Measuring dopamine levels in patients with schizophrenia
IA
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?
AP
a. A clinical psychologist
b. An intervention program evaluator
PR
c. A political pollster
d. An advertising executive
OV
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.
ED
All of the following relate to this requirement EXCEPT:
a. He wants to make sure they understand how to write in APA style.
??
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.
Evaluating a World of Information
ST
3rd Edition
UV
IA
TEST BANK
?_
AP
PR
Beth Morling
OV
Comprehensive Test Bank for Instructors
and Students
ED
© Beth Morling. All rights reserved. Reproduction or distribution without permission is
??
prohibited.
©MEDCONNOISSUER
, Research Methods in Psychology: Evaluating a World of Information (3rd
Edition)
Author: Beth Morling
Test Bank
ST
TABLE OF CONTENTS
UV
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
Chapter 4: Ethical Guidelines for Psychology Research
IA
Chapter 5: Identifying Good Measurement
Chapter 6: Surveys and Observations: Describing What People Do
Chapter 7: Sampling: Estimating the Frequency of Behaviors and Beliefs
?_
Chapter 8: Bivariate Correlational Research
Chapter 9: Multivariate Correlational Research
Chapter 10: Introduction to Simple Experiments
Chapter 11: More on Experiments: Confounding and Obscuring Variables
AP
Chapter 12: Experiments with More Than One Independent Variable
Chapter 13: Quasi-Experiments and Small-N Designs
Chapter 14: Replicability, Generalization, and the Real World
PR
OV
ED
??
©MEDCONNOISSUER
, CHAPTER 1: Psychology Is a Way of Thinking
LEARNING OBJECTIVES
ST
Learning Objective 1.1: Articulate how the roles of consumers and producers of psychological
UV
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
IA
interactions between the two 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
AP
just one study on a research question.
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
PR
write better stories about scientific news.
OV
MULTIPLE CHOICE
1. Which of the following is an example of being a producer of research?
a. Administering an anxiety questionnaire
ED
b. Applying a new therapy technique
c. Writing an opinion article about a psychological study
??
d. Undergoing a brain scan
ANS: A DIF: Medium REF: 1.1 Research Producers, Research Consumers:
, Why the Producer Role Is Important OBJ: Learning Objective 1.1 MSC:
Understanding
2. Which of the following is an example of being a consumer of research?
ST
a. Administering a questionnaire of PTSD symptoms
b. Consenting to participate in a research study
UV
c. Attending a psychological conference
d. Measuring dopamine levels in patients with schizophrenia
IA
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?
AP
a. A clinical psychologist
b. An intervention program evaluator
PR
c. A political pollster
d. An advertising executive
OV
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.
ED
All of the following relate to this requirement EXCEPT:
a. He wants to make sure they understand how to write in APA style.
??
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.
