For the next FOUR questions, consider the following: You are conducting a study of the effect of speech rate (fast or sl

[correctanswer]

For the next FOUR questions, consider the
following:
You are conducting a study of the effect of speech rate (fast or
slow) on people's impressions of a person’s intelligence. You
obtain a convenience sample of 70 college students. For each
student who comes in to participate, you flip a coin. “Heads" means
that that student listens to a recorded audio speech of a person
speaking with a fast speech rate; “tails" means that that student
instead listens to the same person giving the same speech, but
speaking at slow speech rate (35 students ending up in each
condition). Everything else is exactly the same across the two
conditions, and the students are only told that they will be
listening to a speaker (they don't know that there are different
speech rates). After the speech has been played, each student rates
the speaker's intelligence on several 7-point semantic differential
items.
1. What kind of research design is this?
a. pre-experiment
b. true experiment
c. quasi-experiment
d. factorial design
e. both b and d
2. If you find a significantly higher average Intelligence
rating for the fast speaker compared to for the slow speaker, which
of the following would be true about the conclusion you can
make?
a. Because you used a convenience sample, you cannot make any
causal conclusions in this study about the effect of speech
rate.
b. You can only conclude that there is a relationship between
speech rate and impressions of intelligence, because the data are
correlational.
c. Without a pretest, you cannot make any causal conclusions
about the effect of speech rate.
d. You could conclude that the speech rate caused the difference
in impressions of intelligence.
e. both a and b
3. Think about the kinds of experimental designs that, according
to lecture, control for threats to internal validity versus the
kinds that do not. Considering your answers in the two
questions above, which of the following, if
any, is a possible threat to the internal validity of this
study?
a. A major hit TV show does an episode about "fast-talkers” and
"slow-talkers" during the time the study is being conducted.
b. The students in the fast-talker condition may have just been
nicer people who would give the speaker higher ratings on any
quality.
c. Students' impressions of the fast talker are likely to be the
result of a placebo effect.
d. None of the above are possible threats to internal validity
for this study, because this is the type of study that actually
CONTROLS for these threats to internal validity.
4. Suppose you want to be sure that the subjects actually
perceived a difference in the speech rates in the different
conditions (fast versus slow). So after playing the recorded
speech, you have the students in each condition also rate how fast
or slow they thought the speaker was speaking. Doing this would be
an example of:
a. establishing demand characteristics
b. an experimental cover story
c. debriefing the subjects
d. a manipulation check
e. both c and d
5. A researcher for Immigration and Customs Enforcement (ICE) is
interested in how immigration in San Diego is affected by a new
border patrol policy. She tracks the Immigration rates in San Diego
for several years, both before and after the change in border
policy. Over the same time span she also tracks immigration rates
in El Paso, which implemented no change in its border patrol
policy. What type of design is she employing?
a. Pretest-posttest control group design
b. Multiple time series design
c. Solomon four-group design
d. Field experiment
e. Single-group interrupted time series design
6. Suppose "Take Charge" is an organization that trains students
to be more assertive in their communication. Their advertisements
say: "Last year, we gave our training program to the shyest
students we could find. After taking our program, those same
students showed a dramatic increase in their assertiveness. These
results prove that our program works.” Given the above information,
which specific threat to internal validity is the most likely
alternative explanation for the increase ln the students'
assertiveness?
a. history effect
b. mortality/attrition
c. statistical regression
d. placebo effect
For the next THREE questions, consider the
following:
Executives at the "We Sell It" advertising agency would like to
convince their prospective clients how effective their ads have
been. As an example, they show the clients the following data: The
sales rate for “Cheetah” shoes ln Los Angeles was extremely low at
one point in May; the agency then aired their "Run for your life”
ad campaign in Los Angeles TV markets in early June; at one point
later in June, the sales rate for Cheetah shoes in Los Angeles
increased significantly.
7. The "We Sell It" executives are relying on what type of
research design to make their case?
a. single-group interrupted time series
b. one group pretest-posttest design
c. pretest-posttest control group design
d. trend study
8. Which of the following poses a possible threat to the
internal validity of the ad agency's claim that their campaign
increased sales?
a. history effect
b. statistical regression
c. maturation
d. all of the above
9. Suppose that instead of the above, the
agency tracked and reported the monthly Los Angeles sales figures
for several years both before and after the ''Run for your life" ad
campaign. If they found that sales had remained steady before the
ad campaign, but went up sharply after the ad campaign, which of
the following would be true of the study?
a. It would allow the agency to rule out more threats to
internal validity.
b. It would give the agency stronger evidence that the ad
campaign was effective.
c. It would be a quasi-experiment.
d. all of the above
e. a and b only
10. Which experimental design is most appropriate if you want to
compare experimental and control groups, check on random
assignment, and identify whether there is an interaction between
the pretest and the manipulation?
a. Solomon four group design
b. Quasi-equivalent control group design
c. Posttest only control group design
d. Pretest-posttest control group design