A) Repeated measures designs require fewer subjects.
B) Repeated measures designs are more convenient and efficient.
C) Repeated measures designs are generally less sensitive than are independent groups designs.
D) Repeated measures designs are needed when the experimental procedures require participants to compare two or more stimuli.
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A) negative transfer
B) differential transfer
C) progressive error
D) nonlinear practice effects
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A) ensuring that the results for each participant are balanced.
B) subtracting the results for the different groups of participants in the experiment.
C) averaging across the results for each pair of participants.
D) averaging across the results for all participants.
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A) block randomization
B) Latin Square
C) ABBA counterbalancing
D) all possible orders
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A) 4
B) 12
C) 24
D) 48
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A) reactivity effects.
B) anticipation effects.
C) differential transfer
D) next-in-line effects.
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A) characteristics of that particular participant.
B) order in which the levels were presented.
C) individual differences variables in the experiment.
D) characteristics of the experimental task.
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A) Balancing practice effects allows researchers to determine the sources of systematic error variation in repeated measures designs.
B) Balancing practice effects allows researchers to account for individual differences variables in repeated measures designs due to participants' prior experience.
C) Balancing allows researchers to ignore sources of confounding that cannot be balanced in repeated measures designs.
D) Balancing allows researchers to control changes participants undergo with repeated testing in repeated measures designs.
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A) averages practice effects across the conditions of the experiment.
B) eliminates practice effects in the conditions of the experiment.
C) equates practice effects with those found in random groups designs.
D) balances individual differences variables across the conditions of the experiment.
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A) eliminated from
B) added to
C) averaged into
D) a critical part of
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A) are uninterpretable due to the confounding with practice effects.
B) the order of the two learning strategies does not matter.
C) indicate that teachers should use the new strategy.
D) all of these
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A) the same participants are tested in all conditions of repeated measures designs.
B) individual differences variables are held constant in repeated measures designs.
C) individual differences variables are eliminated in repeated measures designs.
D) only one participant is tested in all repeated measures designs.
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A) the number of selected orders must be exactly equal to the number of conditions in the experiment.
B) the number of selected orders will always be equal to one more than the number of conditions in the experiment.
C) the number of selected orders will always be equal to some multiple of the number of conditions in the experiment.
D) there is no restriction on the number of possible orders needed to balance practice effects in the incomplete repeated measures design.
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