The experimental procedure in which both the experimenter and subject are unaware of who is in the experimental and who is in the control group is referred to as the:

Related Mcqs:

1. In experiments, placing subjects in experimental groups such that each subject has an equal probability of ending up in any experimental group is referred to as:

   A. random forecasting
   B. fandom selection
   C. random placement
   D. random assignment

2. An example of the “experimenter effect” would be a situation in which the experimenter:

   A. acts out the proper behavior for the subjects
   B. deceives the subject as to the real purpose of the experiment
   C. unknowingly hints to subjects what is expected of them
   D. overtly tells the subjects how to respond

3. To investigate the effects of a particular study of method on student performance two different methods are tried, each with a different group of subjects. I fondly the experimenter know which method is under investigation, the procedure being used in described as:

   A. double-blind
   B. single-blind
   C. self-fulfilling prophesy
   D. representative sampling

4. Stroebe and Diehl (1994) conducted a clever piece of research into why brainstorming does not appear to enhance individual creativity. They hypothesized that, during a brainstorming session, because may speak at a time, other group members have to keep silent, and may be distracted by the content of the group discussion or forget their own ideas. Storebe and Diehi termed this phenomenon ‘production blocking’, because the waiting time before speaking and the distracting influence of others ‘ idea could potentially block individuals from coming up with their ideas. The result of their subsequent study were clear-cut: participants generated approximately twice as many ideas when they were allowed to express their ideas as they occurred than when they had to wait their turn. But which two of the following can we infer from these results?
   1.That ‘production blocking’ does not occur in interactive brainstorming groups.
   2.That ‘production blocking’ is an important factor explaining the inferiority of interactive brainstorming groups.
   3.That it may be more effective to ask group members to develop their ideas in one group, and than express them to another group.
   4.That it may be more effective to ask group members to develop their ideas separately, and then express them in a subsequent joint meeting.

   A. 1 & 2
   B. 2 & 3
   C. 1 & 3
   D. 2 & 4

5. Stroebe and Diehl(1994) conducted a clever piece of research into why brainstorming does not appear to enhance individual creativity. They hypothesized that, during a brainstorming session, because may speak at a time, other group members have to keep silent, and may be distracted by the content of the group discussion or forget their own ideas. Storebe and Diehi termed this phenomenon ‘production blocking’, because the waiting time before speaking and the distracting influence of others ‘ idea could potentially block individuals from coming up with their ideas. The result of their subsequent study were clear-cut: participants generated approximately twice as many ideas when they were allowed to express their ideas as they occurred than when they had to wait their turn. But which two of the following can we infer from these results?
   1.That ‘production blocking’ does not occur in interactive brainstorming groups.
   2.That ‘production blocking’ is an important factor explaining the inferiority of interactive brainstorming groups.
   3.That it may be more effective to ask group members to develop their ideas in one group, and than express them to another group.
   4.That it may be more effective to ask group members to develop their ideas separately, and then express them in a subsequent joint meeting.

   A. 1 & 2
   B. 2 & 3
   C. 1 & 3
   D. 2 & 4

6. Which TWO of the following statements are true of blocking?
   1: The phenomenon of blocking provides an interesting and much-studied instance of failure to learn, in spite of contiguous presentations of the CS and the US
   2: In a blocking experiment, animals receive training with what is termed a compound CS (Phase 2)
   3: The experimental group has first received a phase of training in which the US alone is conditioned (Phase 1)
   4: The experimental groups shows no (or very little evidence of learning about the CS that is presented in Phase 1

   A. 1 & 2
   B. 2 & 3
   C. 3 & 4
   D. 1 & 3

7. Tanvir is a graduate student who is studying identity formation. He selects a group of 5-year-olds, a group of 10-years-olds, and a group of 15-year-olds, and a group of 15-year-olds, and interviews each group asking them what they plan to be when they finish school. In this example, Tanvir is using:

   A. a multi-factorial research design
   B. a longitudinal research design
   C. a cross-sectional research design
   D. a nested condition research design

8. In an experiment, the control group should be treated in the same way as the experimental group except for ____________?

   A. completing pretest measures
   B. completing posts-test measures
   C. receiving different levels of the independent variable
   D. receiving different levels of the confounding variable

9. When subjects in an experiment are chosen so that each has an equal chance of being in either the experimental group of the control group, we say that the subjects have been assigned:

   A. alternately
   B. hypothetically
   C. randomly
   D. consecutively

10. The control group and the experimental group in an experiment are treated exactly the same except for the:

    A. dependent variable
    B. independent variable
    C. extraneous variables
    D. replication variables