A) 2
B) 10
C) 40
D) 80
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A) eliminated from
B) added to
C) averaged into
D) a critical part of
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Multiple Choice
A) reactivity effects.
B) sequential effects.
C) differential transfer.
D) anticipation effects.
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Multiple Choice
A) there is no control.
B) participants serve as their own controls.
C) all participants participate in one condition of the experiment.
D) test-retest reliability is the main goal of the research.
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Multiple Choice
A) order effects
B) reactivity
C) individual differences
D) subject loss
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A) individual differences variables.
B) sensitivity.
C) incomplete orders.
D) practice effects.
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A) sensitivity
B) anticipation effects
C) differential transfer
D) counterbalancing
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A) uneven
B) small
C) large
D) very large
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Multiple Choice
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 some multiple of the number of conditions in the experiment.
C) the number of selected orders will always be equal to one less than 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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Multiple Choice
A) ABBA counterbalancing
B) block randomization
C) Latin Square
D) all possible orders
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Multiple Choice
A) show that the order of the two learning strategies does not matter.
B) are uninterpretable due to the confounding with practice effects.
C) indicate that teachers should use the new strategy.
D) all of these
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Multiple Choice
A) 4
B) 12
C) 24
D) 48
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Multiple Choice
A) conditional repeated measures design
B) partial repeated measures design
C) complete repeated measures design
D) incomplete repeated measures design
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Multiple Choice
A) average practice effects across conditions of a repeated measures design.
B) average practice effects across conditions of an independent groups design.
C) average individual differences variables across conditions of a repeated measures design.
D) all of these
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