Cognitive Psychology Research Methods
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Course Introduction
This course offers an in-depth exploration of the research methods used to investigate mental processes in cognitive psychology, including perception, memory, language, problem-solving, and decision-making. Students will learn to critically evaluate experimental designs and methodologies, understand the ethical considerations in cognitive research, and gain hands-on experience in data collection, statistical analysis, and interpretation of experimental findings. The course emphasizes the development of practical skills for designing and conducting original cognitive psychology experiments, fostering scientific thinking, and effectively communicating research outcomes.
Recommended Textbook Research Methods In Psychology 9th Edition by John J Shaughnessy
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Page 2
Chapter 1: Introduction
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Q1) According to some clinical psychologists,the practice of present-day clinical psychology
A)relies too heavily on personal experience rather than empirically-supported treatments.
B)resembles the pre-scientific medical practice that took place in the 1800s and early 1900s.
C)does not make use of the latest scientific findings from psychological research.
D)all of these
Answer: D
Q2) Scientists' choice of topics to study,resources available to support their research,and society's acceptance of their findings is most influenced by A)their moral integrity.
B)the American Psychological Association.
C)the social and cultural context in which they work.
D)the number of research articles found in a literature search.
Answer: C
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Chapter 2: The Scientifi C Method
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Q1) In a study examining the number of proofreading errors made when students are tested while reading under bright or dim lighting,the number of proofreading errors represents the
A)dependent variable.
B)independent variable.
C)control variable.
D)individual differences variable.
Answer: A
Q2) Distinguish between the accuracy of a measuring instrument and the validity of the measurement resulting from the use of the instrument.
Answer: The accuracy of the measuring instrument is determined by calibrating or checking it with another instrument known to produce true values (e.g. ,determining the accuracy of a speedometer by using roadside markers and a watch).The validity of the measurement resulting from the use of an instrument depends on whether the measure is truthful,that is,whether it measures what it claims to measure.
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4
Chapter 3: Ethical Issues in the Conduct of Psychological Research
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Q1) Which of the following is not required of researchers in an informed consent procedure?
A)reasons for why deception is used in the research
B)description of the nature of the research
C)information that might influence participants' willingness to participate
D)all of these are required
Answer: A
Q2) The right of individuals to decide how information about them is to be communicated to others is referred to as
A)confidentiality.
B)anonymity.
C)privacy.
D)self-determination.
Answer: C
Q3) A major goal of debriefing participants at the end of a research session is to A)make sure participants have returned all of their research materials.
B)learn about any errors in the research procedure.
C)make sure individuals feel good about their participation.
D)ask participants for their ideas regarding future research.
Answer: C
Page 5
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Chapter 4: Observation
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Q1) Probably the most important control over observer bias is
A)the use of a detailed checklist.
B)informing observers about the purpose of the study.
C)the awareness that observer bias might be present.
D)restricting observations to the public domain.
Q2) The degree to which a young child's dolls show signs of wear might indicate which dolls the child likes the best.This potential physical trace measure would be described as a
A)controlled-use trace.
B)running archival record.
C)physical product.
D)natural-use trace.
Q3) Organizing results and preparing statements summarizing important findings in the analysis of behavioral data is called
A)data abstraction.
B)data reduction.
C)coding.
D)summative analysis.
Q4) Define and explain the reason for using time sampling and situation sampling in naturalistic observation.
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Chapter 5: Survey Research
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Q1) Convergent validity in survey research,used to establish the construct validity of a measure,is similar to the use of _________ to establish the validity of findings from research employing unobtrusive measures.
A)converging evidence
B)spurious relationships
C)natural treatments
D)archival data
Q2) What correlation coefficient value indicates the "Friend" measure has good discriminant validity?
Q3) In sampling,the specific list of the elements of the population is called the A)sample.
B)sampling frame.
C)survey set.
D)representative sample.
Q4) What correlation coefficient value indicates the "Friend" measure is reliable?
Q5) In a simple random sample,every individual in the population
A)completes the survey.
B)decides to participate in the survey if it is convenient for them.
C)has an equal chance of being selected to be in the sample.
D)none of these
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Chapter 6: Independent Groups Designs
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Q1) The alternative explanation that participants in the very thin image condition had lower body satisfaction than other participants before they viewed the experimental images is ruled out because the researcher
A)replicated procedures used in previous experiments on exposure to thin images.
B)used introductory psychology students.
C)asked all participants to view 10 images for 1 minute each.
D)randomly assigned participants to conditions.
Q2) A Type I error occurs when the null hypothesis is really true and we claim
A)the independent variable did not have an effect on behavior.
B)the inferential test was not statistically significant.
C)that the results are not significant.
D)the independent variable did have an effect on behavior.
Q3) A statistically significant outcome is an outcome that
A)has a large likelihood of occurring if the null hypothesis is true.
B)has a small likelihood of occurring if the null hypothesis is true.
C)occurs in 5 out of every 100 experiments (p = .05).
D)has neither Type I nor Type II errors.
Q4) Describe the dependent variable(s)in this study.
Q5) Identify and briefly define the three primary types of control that are used in experiments.
Page 8
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Chapter 7: Repeated Measures Designs
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Q1) In an independent groups design,a separate group of people serves as the control group.In the repeated measures design,
A)there is no control.
B)all participants participate in one condition of the experiment.
C)participants serve as their own controls.
D)test-retest reliability is the main goal of the research.
Q2) A student is considering doing a complete repeated measures design experiment involving motor skills.The student's advisor has told him that people show a large initial improvement on the task followed by slow steady improvement after this initial change.The student must choose a technique for balancing practice effects.Which technique should the student not use?
A)block randomization
B)Latin Square
C)ABBA counterbalancing
D)all possible orders
Q3) Cite at least two reasons why a researcher might choose to use a repeated measures design.
Q4) What is the independent variable in this experiment?
Q5) What is the dependent variable in this experiment?
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Chapter 8: Complex Designs
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Q1) The interpretation of main effects obtained in a complex design is critically dependent on whether
A)only one main effect occurs in the experiment.
B)more than one main effect occurs in the experiment.
C)an interaction effect is present in the experiment.
D)an interaction effect is not present in the experiment.
Q2) Which of the following represents the general measurement problem that occurs when performance reaches a maximum in any condition of an experiment?
A)effect size
B)ceiling effect
C)mediating effect
D)floor effect
Q3) What is the natural groups variable in this study? What are the levels?
Q4) The design on this experiment would be described as a
A)2 × 2.
B)2 ×10.
C)2 × 2 × 2.
D)2 × 2 × 10.
Q5) Distinguish between a main effect and an interaction effect in a complex design.
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Chapter 9: Single-Case Designs and Small-N Research
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Q1) In the multiple-baseline design across individuals,the treatment is administered
A)many times to each individual.
B)successively to one individual at a time.
C)during the common baseline period for all individuals.
D)to all individuals in the study at the same time.
Q2) The multiple baselines in multiple-baseline designs are usually established across each of the following dimensions except
A)different behaviors for the same individual.
B)the same behavior for different individuals.
C)different situations for the same individual.
D)one behavior for the same individual.
Q3) If the treatment is responsible for changing behavior in a multiple-baseline design across individuals,then an effect in the behavioral record will be seen
A)at the same time for every individual.
B)immediately after the application of the treatment in each individual.
C)just before the application of the treatment in each individual.
D)immediately after the time when each individual's baseline stabilizes.
Q4) What is your conclusion about the effectiveness of treatment? Explain your answer.
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Chapter 10: Quasi-Experimental Designs and Program Evaluation
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Q1) Which of the following threats to internal validity is controlled in the nonequivalent control group design?
A)differential regression
B)additive effect of selection and testing.
C)additive effect of selection and history.
D)testing
Q2) The effect of a treatment in a simple interrupted time-series design is indicated by
A)a clear discontinuity (abrupt increase or decrease)in the dependent variable at the point the treatment is administered.
B)a decreasing trend in the dependent variable that is present both before and after the treatment.
C)an increasing trend in the dependent variable that is present both before and after the treatment.
D)a gradual change in the dependent variable that begins just before the treatment is implementeD.
Q3) Distinguish between evaluation of outcome and evaluation of efficiency as these are used in program evaluation.
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Chapter 11: Data Analysis and Interpretation: Part I
Describing Data,confi Dence Intervals, Correlation
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Q1) The relationship between a correlation coefficient and a confidence interval for the population correlation Þ"rho")is
A)the same as between a sample mean and a population mean.
B)such that the correlation coefficient provides an estimate of rho.
C)such that the more sampling error there is for the correlation coefficient,the wider the confidence interval for rho.
D)all of these
Q2) The ____________ is the best measure of central tendency when there are extreme values in the distribution.
A)variance
B)mode
C)median
D)mean
Q3) Which of the following is not a major stage of data analysis?
A)getting to know the data
B)transforming the data
C)confirming what the data reveal
D)summarizing the data
Q4) Explain the phrase,"Correlation does not imply causation."
Page 13
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Chapter 12: Data Analysis and Interpretation: Part II Tests of
Statisticalsignifi Cance and the Analysis Story
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Q1) How many men and women were there in this study (assuming equal numbers of men and women)?
Q2) The probability we use to define a statistically significant outcome is called the A)level of significance.
B)null hypothesis.
C)effect size
D)level of rejection.
Q3) If the omnibus analysis of variance for a complex design reveals a statistically significant interaction effect,the source of the interaction effect may be identified using simple main effects analyses and,when there are more than two levels of an independent variable,also
A)complex comparisons.
B)null comparisons.
C)simple correlations between variables.
D)comparisons between two means.
Q4) What values form the numerator and denominator for the F-ratio (F-test)for each statistical effect?
Q5) Were the results statistically significant? Explain your decisions.
Q6) Describe the analyses that should be conducted next.
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Chapter 13: Communication in Psychology
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Q1) Which is not one of the four major sections that make up the body of a research report?
A)Introduction
B)Results
C)Discussion
D)References
Q2) A good discussion section of a research report begins with A)repeating the most significant statistical results,including the exact probability values.
B)a description of the study's limitations.
C)a succinct statement of the study's findings.
D)a discussion of related research findings.
Q3) The second page of a formal,written research report is the A)Introduction.
B)Abstract.
C)Author Notes.
D)Title page.
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