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1. |
The ________ scale of measurement lacks numerical properties. |
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A) |
nominal |
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B) |
ordinal |
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C) |
interval |
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D) |
ratio |
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E) |
None of the above (all have numerical properties). |
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2. |
Dr. Dataman ranks his research methods students according to their effort. Just attending class puts a student at level 1, level 2 students also participate by asking questions, to earn level 3 a student must also complete assignments on time, and finally level 4 students also pass their exams. What measurement scale is Dr. Dataman using here? |
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A) |
A nominal scale. |
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B) |
An ordinal scale. |
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C) |
An interval scale. |
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D) |
A ratio scale. |
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3. |
If a variable has both equal intervals and a true zero point then it must be ________ scale. |
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A) |
an interval |
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B) |
a ratio |
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C) |
a nominal |
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D) |
an ordinal |
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4. |
RMU has asked students to rate various aspects of courses they've taken using seven-point scales ranging from a "very negative" to a "very positive" assessment. This type of response reflects ________ scale. |
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A) |
a nominal |
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B) |
a categorical |
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C) |
an interval |
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D) |
a ratio |
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5. |
One reason that you should be concerned about scales of measurement is because: |
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A) |
the scale used determines whether research is publishable. |
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B) |
certain scales can only be used with human volunteers and should not be used in all possible circumstances. |
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C) |
the scale used determines how sophisticated the statistical techniques can be for analyzing the data. |
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D) |
error variability tends to increase inversely with the sophistication of the scale used. |
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6. |
Dr. Dataman posted a summary of the first exam scores online. According to the summary, 4 students received an A, 6 students received a B, 11 students received a C, 2 students received a D, and 1 student failed. The posted summary just described is a: |
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A) |
measure of central tendency. |
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B) |
measure of variability. |
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C) |
frequency distribution. |
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D) |
correlation table. |
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7. |
The ________ is appropriate as an indicator of central tendency when scores are measured on an interval or ratio scale, while the ________ is appropriate to reflect central tendency when scores are on an ordinal scale. |
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A) |
mean; median |
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B) |
median; mode |
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C) |
mode; mean |
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D) |
mean; mode |
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8. |
The grades received by 10 research methods students on their first take-home assignment were A, B, A, A, D, A, C, B, C, and B. From these data, you can determine the that the modal grade was: |
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A) |
A. |
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B) |
B. |
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C) |
C. |
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D) |
D. |
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9. |
When a researcher reports a ________ they are attempting to give a sense of the average deviation of the data around the mean. |
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A) |
linearity deviation |
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B) |
median |
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C) |
standard deviation |
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D) |
central tendency |
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10. |
A correlation coefficient is a: |
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A) |
statistic indicating the degree of spread in a distribution. |
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B) |
measure of central tendency. |
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C) |
measure of variability. |
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D) |
statistic describing how strongly two variables are related to one another. |
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11. |
When describing relationships between variables, a Pearson r correlation of 0.00 tells us that: |
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A) |
the variables are perfectly related to each other with zero error. |
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B) |
the variables are both of the same scale. |
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C) |
there is no variability to be found in the data at all. |
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D) |
there is no relationship between the two variables. |
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12. |
Relationships between variables that are described with a Pearson r correlation nearer to 1.00 (plus or minus) indicate that: |
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A) |
the relationship between the variables is strong. |
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B) |
one of the variables (the positive one or the negative one) is more significant than the other one. |
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C) |
one variable is more likely to cause the other one. |
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D) |
the relationship is less likely to be statistically significant (because p is much greater than 0.05). |
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13. |
When a variable has its range restricted, the correlation coefficient: |
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A) |
is improved. |
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B) |
is reduced. |
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C) |
is unaffected. |
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D) |
will change direction (positive to negative or negative to positive). |
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14. |
A possible weakness of the Pearson product-moment correlation coefficient (r) is that it is not sensitive to: |
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A) |
curvilinear relationships. |
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B) |
positive linear relationships. |
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C) |
negative linear relationships. |
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D) |
instances of no relationship. |
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15. |
One true thing we can conclude about effect size is that it: |
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A) |
is a statistic unrelated to the Pearson r correlation. |
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B) |
is the difference between the highest and the lowest values of a variable. |
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C) |
ranges from 0.00 to 1.00, no matter what variables are used. |
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D) |
can only be measured when the scores collected are similar/related to the variable under study. |
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16. |
When it is possible to do so, researchers tend to report effect size: |
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A) |
to give a sense of what the sample as a whole, or on an average, is like. |
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B) |
so that the data can be more accurately represented on pie charts. |
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C) |
because it is a more accurate measure than the correlation coefficient. |
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D) |
to provide a scale of values that is consistent across studies regardless of type. |
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17. |
A cool feature of a correlation coefficient is that squaring it reveals the: |
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A) |
degree of variability in variable x. |
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B) |
degree of variability in variable y. |
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C) |
effect size of the variables. |
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D) |
percent of variance in y that can be accounted for by x. |
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18. |
Sometimes students must take an aptitude test when applying to graduate school. In such cases, the graduate school's criterion variable is the applicant's: |
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A) |
willingness to apply to the graduate program. |
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B) |
expected ability to successfully complete their undergraduate studies on time. |
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C) |
expected performance as a student in the graduate program. |
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D) |
score on the aptitude test. |
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19. |
Sometimes students must take an aptitude test when applying to graduate school. In such cases, the graduate school's predictor variable is the applicant's: |
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A) |
willingness to apply to the graduate program. |
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B) |
expected ability to successfully complete their undergraduate studies on time. |
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C) |
expected performance as a student in the graduate program. |
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D) |
score on the aptitude test. |
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20. |
There is a growing trend for graduate schools to combine many sources of data (standardized test scores; academic honors; GPA; extracurricular activities; leadership positions held; letters of reference) to predict the academic success of applicants to their programs. This approach is an example of using ________. |
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A) |
effect size |
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B) |
multiple correlation |
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C) |
correlation to causality |
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D) |
assessment bias |
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21. |
When researchers need to statistically control a third variables, they will often use: |
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A) |
partial correlation. |
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B) |
criterion assessment. |
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C) |
frequency distribution. |
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D) |
multiple correlation. |