Research Methods in Psychology:
Evaluating a World of Information
ST
3rd Edition
UV
TEST BANK
IA
_A
Beth Morling
PP
RO
Comprehensive Test Bank for Instructors
VE
and Students
D?
© Beth Morling
All rights reserved. Reproduction or distribution without permission is prohibited.
?
© DREAMSHUB
, Test Bank for Research Methods in Psychology: Evaluating a World of
Information (3rd Edition)
Beth Morling
ISBN: 9780393617542
ST
UNIT 1: FOUNDATIONS OF PSYCHOLOGICAL RESEARCH
1. Psychology Is a Way of Thinking
2. Sources of Information: Why Research Is Best and How to Find It
UV
3. Three Claims, Four Validities: Interrogation Tools for Consumers of
Research
4. Ethical Guidelines for Psychology Research
UNIT 2: MEASUREMENT, DATA COLLECTION, AND SAMPLING
IA
5. Identifying Good Measurement
6. Surveys and Observations: Describing What People Do
7. Sampling: Estimating the Frequency of Behaviors and Beliefs
_A
UNIT 3: CORRELATIONAL AND EXPERIMENTAL DESIGNS
8. Bivariate Correlational Research
9. Multivariate Correlational Research
10. Introduction to Simple Experiments
PP
11. More on Experiments: Confounding and Obscuring Variables
12. Experiments with More Than One Independent Variable
UNIT 4: ADVANCED DESIGNS AND APPLICATIONS
RO
13. Quasi-Experiments and Small-N Designs
14. Replicability, Generalization, and the Real World
VE
D?
?
© DREAMSHUB
, 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
research are similar and how they differ.
UV
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.
_A
Learning Objective 1.5: Give examples of ways that researchers dig deeper by doing more than
just one study on a research question.
PP
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
RO
write better stories about scientific news.
MULTIPLE CHOICE
VE
1. Which of the following is an example of being a producer of research?
a. Administering an anxiety questionnaire
D?
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
ANS: C DIF: Medium REF: 1.1 Research Producers, Research Consumers:
IA
Why the Consumer Role Is Important OBJ: Learning Objective 1.1 MSC: Applying
_A
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
PP
b. An intervention program evaluator
c. A political pollster
RO
d. An advertising executive
ANS: D DIF: Medium REF: 1.1 Research Producers, Research Consumers:
VE
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.
D?
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
TEST BANK
IA
_A
Beth Morling
PP
RO
Comprehensive Test Bank for Instructors
VE
and Students
D?
© Beth Morling
All rights reserved. Reproduction or distribution without permission is prohibited.
?
© DREAMSHUB
, Test Bank for Research Methods in Psychology: Evaluating a World of
Information (3rd Edition)
Beth Morling
ISBN: 9780393617542
ST
UNIT 1: FOUNDATIONS OF PSYCHOLOGICAL RESEARCH
1. Psychology Is a Way of Thinking
2. Sources of Information: Why Research Is Best and How to Find It
UV
3. Three Claims, Four Validities: Interrogation Tools for Consumers of
Research
4. Ethical Guidelines for Psychology Research
UNIT 2: MEASUREMENT, DATA COLLECTION, AND SAMPLING
IA
5. Identifying Good Measurement
6. Surveys and Observations: Describing What People Do
7. Sampling: Estimating the Frequency of Behaviors and Beliefs
_A
UNIT 3: CORRELATIONAL AND EXPERIMENTAL DESIGNS
8. Bivariate Correlational Research
9. Multivariate Correlational Research
10. Introduction to Simple Experiments
PP
11. More on Experiments: Confounding and Obscuring Variables
12. Experiments with More Than One Independent Variable
UNIT 4: ADVANCED DESIGNS AND APPLICATIONS
RO
13. Quasi-Experiments and Small-N Designs
14. Replicability, Generalization, and the Real World
VE
D?
?
© DREAMSHUB
, 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
research are similar and how they differ.
UV
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.
_A
Learning Objective 1.5: Give examples of ways that researchers dig deeper by doing more than
just one study on a research question.
PP
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
RO
write better stories about scientific news.
MULTIPLE CHOICE
VE
1. Which of the following is an example of being a producer of research?
a. Administering an anxiety questionnaire
D?
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
ANS: C DIF: Medium REF: 1.1 Research Producers, Research Consumers:
IA
Why the Consumer Role Is Important OBJ: Learning Objective 1.1 MSC: Applying
_A
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
PP
b. An intervention program evaluator
c. A political pollster
RO
d. An advertising executive
ANS: D DIF: Medium REF: 1.1 Research Producers, Research Consumers:
VE
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.
D?
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.
