SOLVED

7.3 Major Confounding Variables 1)Maturation is particularly relevant in studies involving A)prison inmates. B)children. C)autistic adults. D)adult rats. 2)Which of the following can contribute to the confounding of maturation? A)Getting better at a task. B)Administering the same test at repeated times. C)Getting sicker over time. D)Being tested at different times of the day. 3)Researchers must be particularly alert to ________ when conducting research with growing children. A)maturational changes B)fire laws C)regression to the mean D)sampling bias 4)Threats to internal validity due to ________ are greatest when a long time has passed between pretest and posttest measurements. A)regression to the mean B)history C)effects of testing D)scoring errors 5)Historical factors are particularly important to consider when we are A)paying participants for their participation in research. B)doing cross-cultural research. C)measuring dependent variables responsive to environmental changes. D)measuring dependent variables such as height and weight. 6)When there is a significant time lapse between pretest and posttest measures, the confounding variable most likely to affect results would be A)history. B)regression to the mean. C)instrumentation. D)selection. 7)Failure to rule out an effect that might be due to the mere passage of time introduces A)additional dependent variables. B)a type of researcher bias. C)the confounding effect of history. D)a threat to statistical validity. 8)The effects of repeated testing represent a threat to internal validity primarily because A)participants get bored. B)the researcher gets tired of giving the same test over and over. C)of regression to the mean. D)participants may gain proficiency through repeated practice. 9)Testing effects are most pronounced in A)measures of skill. B)elderly participants. C)young participants. D)nonverbal tests. 10)Unbeknownst to a school’s testing staff, a young child serves as a participant in a psychological study during which she is administered an IQ test on three occasions. When she takes the same IQ test at her school two months later, her IQ has jumped from 110 to 125. What can we say about the IQ test? A)The test was valid. B)All IQ tests are meaningless. C)The improved score is probably due to practice effects. D)The external validity of the test has been compromised. Â