[qdeck] [q]Please click on the Flip button.
[a]These cards will test you on the key concepts of Chapter 3.  When you see a box, type your answer in that box.
Then, click the Flip back  button to check your answer.
To get started, click the Show next card button. [q] mechanism for effect, often comes between a stimulus and a response [textentry] [c] mediator; mediating variable; mediator variable [a] Correct--It is a mediator, also known as a mediating variable [c]* [a] No, it is a mediator, also known as a mediating variable (remember, mediators, such as mediators in a labor or marital dispute, come between two things). [q] If we want to know how a treatment has an effect (the cognitive or physiological mechanism for its effect), we need to find the ________ _______[textentry] [c] mediator; mediating variable; mediator variable [a] Right! It is a mediator, also known as a mediating variable [c]* [a] No, it is a mediator, also known as a mediating variable (remember, mediators, such as mediators in a labor or marital dispute, come between two things). [q] ESP skeptics claim that there is no evidence of any sense organ in the human body or brain that is picking up ESP signals. The skeptics are pointing to the fact that proponents of ESP have no evidence of a _____ variable that would explain how ESP works. _[textentry] [c] mediator; mediating [a] Correct--It is a mediator, also known as a mediating variable [c]* [a] No, it is a mediator, also known as a mediating variable (remember, mediators, such as mediators in a labor or marital dispute, come between two things). [q]The thoughts that come between a stimulus and a response could be considered the _____ variable. _[textentry] [c] mediator; mediating [a] Yes! It is a mediator, also known as a mediating variable [c]* [a] No, it is a mediator, also known as a mediating variable. [q]_________ variables explain how a treatment has its effect. _[textentry] [c] mediator; mediating [a] Right! [c]* [a] No, mediating variables are the physiological or cognitive mechanism by which the treatment has its effect. [q]Mediating variables explain ___ a treatment has its effect. _[textentry] [c] how [a] You are correct [c]* [a] No, mediating variables explain how a treatment has an effect. [q] changes the effect of another factor [textentry] [c] moderator; moderating variable; moderator variable [a] Right! It is a moderator (moderating) variable [c]* [a] The answer we were looking for was moderator (moderating) variable [q] A _____ variable that changes (i.e., strengthens, weakens, or reverses) the relationship between two other variables. [textentry] [c] moderator; moderating variable; moderator variable [a] Yes, It is a moderator (moderating) variable [c]* [a] The answer we were looking for was moderator (moderating) variable [q] A moderator variable _________ the relationship between two other variables. [textentry] [c] changes; alters; modifies [a] You are correct. A moderator variable modifies the relationship between two other variables. [c]* [a] No, a moderator variable changes (modifies) the relationship between two other variables. [q] If insults increase aggression when others are watching, but do not increase aggression when no others are watching, the presence of others is a ______ variable. [textentry] [c] moderator; moderating [a] You are correct. In this case, the presence of others is a moderator variable that modifies the relationship between insults and aggression. [c]* [a] No, in this case, the presence of others would be a moderator variable that modifies the relationship between insults and aggression. [q] testable prediction[textentry] [c] hypothesis; hypotheses [a] Yes, hypotheses are testable predictions. [c]* [a]The answer we were looking for was hypothesis. [q] Hypotheses are testable _______.[textentry] [c] predictions [a] Correct! [c]* [a]No, a key element of hypotheses is that they are predictions. [q] Hypotheses are _______ predictions.[textentry] [c] testable [a] Right! [c]* [a]No, perhaps the most important characteristic of hypotheses is that they are testable. [q] _________ hypotheses are testable predictions about causes of effects.[textentry] [c] experimental [a] Yes, experimental hypotheses make cause-effect predictions. [c]* [a]No, experimental hypotheses are testable predictions about causes of effects. [q] _________ hypotheses do not involve cause-effect statements. [textentry] [c] nonexperimental; non-experimental; correlational [a] True, nonexperimental hypotheses do not make cause-effect statements. [c]* [a]No, nonexperimental hypotheses are ones that describe or predict rather than explain behavior. [q] __________ hypotheses answer "why" questions. [textentry] [c] experimental [a] Very good! Experimental hypotheses make cause-effect statements. [c]* [a]No, experimental hypotheses are ones that explain behavior. [q] The __________ variable depends on the participant. [textentry] [c] dependent [a] Right! the dependent variable depends on the participant. [c]* [a]No, the dependent variable depends on the participant. [q] The __________ variable is manipulated and is independent of the participant. [textentry] [c] independent [a] Correct! the independent variable is manipulated and is independent of the participant. [c]* [a]No, the independent variable is manipulated and is independent of the participant. [q] In an experiment, the manipulated variable is called the __________ variable. [textentry] [c] independent [a] Correct! the independent variable is manipulated. [c]* [a]No, the independent variable is manipulated by the experimenter. [q] In an experiment, the measured variable is called the __________ variable. [textentry] [c] dependent [a]Yes, the measured variable is the dependent variable. [c]* [a]No, the measured variable is the dependent variable. [q] If the experimenter keeps the temperature constant at 75 degrees, temperature is not a(n) _______ ________. [textentry] [c] variable; independent variable [a]Right, temperature is a constant. [c]* [a]No, temperature is a constant, not a variable. [q] If the experimenter systematically varies the temperature (e.g., some participants are tested at at 75 degrees, others at 85 degrees), temperature is a(n) _______ ________. [textentry] [c] variable; independent variable [a]Good! Temperature is an independent variable. [c]* [a]No, temperature is an independent variable. [q] In an experiment, the measured variable is called the __________ variable. [textentry] [c] dependent [a]Yes, the measured variable is the dependent variable. [c]* [a]No, the measured variable is the dependent variable. [q] __________ variables depend on the participant. [textentry] [c] dependent [a] Right! dependent variables depend on the participant. [c]* [a]No, dependent variables depend on the participant. [q] If we think of experiments that try to manipulate a stimulus to observe a response, the manipulated stimulus corresponds to the _________ variable. [textentry] [c] independent [a] Yes, the independent variable is manipulated by the experimenter to see its effect on the dependent variable. [c]* [a]No, the independent variable is manipulated by the experimenter to see its effect on the dependent variable. [q] If we think of experiments that try to manipulate a stimulus to observe a response, the response that is measured corresponds to the _________ variable. [textentry] [c] dependent [a] Yes, the dependent variable is measured by the experimenter to see if it has been affected by the independent variable. [c]* [a]No, the dependent variable is measured by the experimenter to see if it has been affected by the independent variable. [q]The ______ ______ technique is a way to improve construct validity [textentry] [c] double-blind technique; double-blind; double blind; double-masked [a] Right! double-blind technique [c]* [a] Sorry, the answer we were looking for was the double-blind technique. [q]The double-blind technique is a way to improve construct validity by (ideally) eliminating both participant and researcher ______. [textentry] [c] bias; biases [a] Good job--the double-blind technique is a way to improve construct validity by (ideally) eliminating both participant and researcher bias. [c]* [a] No, the double-blind technique is a way to improve construct validity by (ideally) eliminating both participant and researcher bias. [q]In the double-blind technique, neither the participant nor the researcher who has direct contact with the participant knows which ________ the participant has received. [textentry] [c] treatment; level of the independent variable. [a] Right! In the double-blind technique neither the participant nor the researcher who has direct contact with the participant knows what treatment the participant has received. [c]* [a] No, the double-blind technique neither the participant nor the researcher who has direct contact with the participant knows what treatment the participant has received. [q]In the _____ ______ ______, neither the participant nor the researcher who has direct contact with the participant knows what treatment the participant has received. [textentry] [c] double-blind technique; double blind technique; double blind; double-masked [a] Yes, in the double-blind technique neither the participant nor the researcher who has direct contact with the participant knows what treatment the participant has received. [c]* [a] No, the double-blind technique neither the participant nor the researcher who has direct contact with the participant knows what treatment the participant has received. For example, the graph of a functional relationship may find that beyond a certain point, increasing the amount of the treatment does not lead to additional improvement (p. 100) [q] how the value of one variable changes as the amount of another variable changes increases [textentry] [c] functional relationship [a] Right, looking at how one variable changes as the amount of the other increases describes a functional relationship. [c]* [a] No, looking at how one variable changes as the amount of the other increases describes a functional relationship. [q] If we are looking at how increases across a range of temperature affects aggression, we are interested in the ____ ______ between temperature and aggression. [textentry] [c] functional relationship [a] Right, looking at how one variable changes as the amount of the other increases describes a functional relationship. [c]* [a] No, looking at how one variable changes as the amount of the other increases describes a functional relationship. [q] If we hypothesize that the more a student studies, test performance goes up --until studying exceeds 3 hours for every hour of class time, our hypothesis involves studying the ________ ______ between studying and test scores. [textentry] [c] functional relationship [a] Right, looking at how one variable changes as the amount of the other increases describes a functional relationship. [c]* [a] No, looking at how one variable changes as the amount of the other increases describes a functional relationship. [q] If we want to make specific recommendations about how much is the ideal amount of an activity to do (e.g., what is the ideal amount of exercise you should do to boost your mood), we need to know the _____ _______ between those variables. [textentry] [c] functional relationship [a] Yes, for example, looking at the functional relationship will tell us what is the minimum amount of exercise we need to get a boost, and at what amount do we reach the point of diminishing returns. [c]* [a] No, we need to know the functional relationship to know how much exercise gives us how much of an increase in mood. [q] prediction of no relationship between variables [textentry] [c] null hypothesis [a] Yes! Predicting that two variables are not related is making the null hypothesis. [c]* [a] No, predicting that two variables are not related is making the null hypothesis. [q] If we propose that two treatments will be equally effective, we are making the ______ hypothesis. [textentry] [c] null; null hypothesis [a] Yes! We are predicting that there is no difference between the two treatments. [c]* [a] No, when we predict that there is no difference between the two treatments, we are making the null hypothesis. [q] The null hypothesis cannot be _________. [textentry] [c] proven; proved [a] Correct. If we do not find an effect, that does not mean there is no effect--there might be one that we failed to find. The absence of proof is not the proof of absence. [c]* [a] No, if we do not find an effect, that does not mean there is no effect--there might be one that we failed to find. [q] The ____ hypothesis cannot be proven. [textentry] [c] null; null hypothesis [a] Right! If we do not find an effect, that does not mean there is no effect--there might be one that we failed to find. The absence of proof is not the proof of absence. [c]* [a] No, if we do not find an effect, that does not mean there is no effect--there might be one that we failed to find. [q]a set of principles that explain existing research findings and can be used to make new predictions that can lead to new research findings [textentry] [c] theory [a] Right, a theory is a set of principles that explain existing research findings and can be used to make new predictions that can lead to new research findings. [c]* [a]Sorry, a theory is a set of principles that explain existing research findings and can be used to make new predictions that can lead to new research findings. [q] an organized set of hypotheses.[textentry] [c] theory [a] Correct, a theory is an organized set of hypotheses. [c]* [a]Sorry, a theory is an organized set of hypotheses. [q]The ______ of cognitive dissonance is a set of principles that explain existing research findings and can be used to make new predictions that can lead to new research findings [textentry] [c] theory [a] Right, cognitive dissonance theory is a set of principles that explain existing research findings and can be used to make new predictions that can lead to new research findings. [c]* [a]No, cognitive dissonance theory is a theory because it is a set of principles that explain existing research findings and can be used to make new predictions that can lead to new research findings. [q]oversimplified and inaccurate version of a theory [textentry] [c] straw theory [a] Right, a straw theory is not an accurate representation of the actual theory. [c]* [a]Sorry, the answer we were looking for was straw theory: an oversimplified and inaccurate version of a theory. [/qdeck]