Guide to using the learning objectives
1.
State1
two weaknesses of the between-subjects design.
2.
Explain2
why the matched pairs design has (a) as much internal validity as a
simple experiment and (b) more power than a simple experiment.
3.
Describe2
the steps involved in creating a matched-pairs design.
4.
List1four
questions to consider when contemplating use of a matched-pairs
design.Demonstrate3 your understanding of these four questions by
(a) providing answers to these four questions that would discourage you from
using a matched-pairs design,
(b) explaining why those answers would discourage you from using a matched-pairs design, (c)
providing answers to those four questions that would encourage you to use a
matched-pairs design, and (d) explaining why those answers would encourage you
to use a matched-pairs design.
5.
Defend4
the following statement, "with a matched-pairs design you cannot use
a regular between-subjects t test."
6.
Examine4
the advantages and disadvantages of using a matched-pairs design.
7.
Explain2
why a within-subjects design can also be called a "repeated-measures design."
8.
Explain2
how a within-subjects design could be considered a more extreme form of a
matched-pairs design.
9.
Outline3
how a within-subjects design increases power.
10.
Illustrate3
the impact of order on the internal validity of a within-subjects design.
Include a discussion2 of each of the following in your response:
a.
practice
effects
b. fatigue effects
c.
treatment carryover effects
d. sensitization.
11.
Examine4
how order effects can be minimized. Include a discussion2 of
each of the following in your response:
a.
minimizing each of the four
sources (practice, fatigue, carryover, and sensitization) of order effects,
b. minimizing the number of conditions,
c.
balancing out order effects.
12.
Distinguish4
between a randomized within-subjects design and a matched-pairs design.
Be sure to address randomization, analysis of data, power, order effects, and
external validity.
13.
Explain2
why a counterbalanced within-subjects design is more likely to balance
out routine order effects than a pure, randomized within-subjects design.
14.
Imagine
that you have 20 participants and four levels of treatment. Produce5 a
15.
Distinguish4
between sequence effects and order effects.
16.
All
participants take a test composed of 20 easy questions and 20 difficult questions.
Half of the participants receive the easy questions first (followed by the
difficult questions), the other half receive the difficult questions first
(followed by the easy questions).
a.
Outline3 what a significant
treatment effect would indicate.
b. Outline3 what a significant
sequence effect would indicate.
c.
Outline3 what a
significant order effect would indicate.
17.
Outline3
the advantages and disadvantages of counterbalancing.
18.
List1three
instances in which you should use a counterbalanced design.
19.
You
want to compare two levels of an independent variable. Analyze4 when you should choose
to use each of the following:
a.
matched-groups design
b. pure within-subjects design
c.
2 x 2counterbalanced design
d. simple (two-group, between-subjects)experiment.
20.
You
want to examine the effects of two independent variables. Analyze4 when you
shouldchoose to use each of the following:
a.
within-subjects factorial design
b. between-subjects factorial design
21.
List1
three criteria that you could use to determine whether a factor should be
a between-subjects factor or a within-subjects factor.
22.
Define1mixed
design. Describe2 the advantages of using a mixed design.