Abnormal Child Psychology International Edition 5th Edition By Eric J. Mash – Test Bank
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3
Research
__________________________________________________________
Chapter Summary:
A scientific approach is important in the study of abnormal
child psychology because of the many complexities that can obscure
relationships between variables. The scientific approach requires empirical
evidence from controlled studies. A multistage research process includes
developing hypotheses, choosing a general approach to research, deciding on
data-collection measures, choosing a population and sample, deciding on a research
design, and collecting, analyzing, and interpreting the data, from which future
hypotheses may be developed. The nature and distribution of childhood disorders
is a common research topic examined through epidemiological research.
Other common research areas in abnormal child psychology include: correlated
variables, risk and protective factors, causes of behaviors and disorders,
moderating and mediating variables, and outcomes and interventions for children
with disorders. Standardization, reliability, and validity are aspects of
measures and procedures that are necessary for scientific research. Commonly
used methods for collecting data from children and families include interviews,
questionnaires, observations, psychophysiological recordings, and ratings and
checklists. Researchers frequently use a multimethod approach in order to get a
more accurate picture of the variable(s) of interest. The research sample can
influence the validity of a study; thus, considerations must be given to
appropriately identifying a sample. These considerations include: a
careful definition of the sample, comorbidity, and random selection. The basis
for the distinction between nonexperimental and experimental research is the
degree to which the researcher manipulates the experimental variable. One
common research design in abnormal child psychology is the case study; this
design provides extensive and intensive information about a child from various
sources. Other research designs include single-case experimental, between-group
comparison, and cross-sectional and longitudinal studies. Qualitative research
is collected through observations and narrative accounts in order to describe,
interpret and understand a phenomenon within its own context. Ethical standards
such as informed consent and assent, voluntary participation, confidentiality
and anonymity, and nonharmful procedures must be met in order to protect the
participants involved in research.
Chapter
Outline:
I. A
Scientific Approach
1. Scientific
research strategies provide systematic ways of investigating claims in ways
that improve on casual observations; requires that theories be backed up by
empirical evidence from controlled studies, and that observations be checked
and repeated before conclusions are drawn
2. Reasons
for Skepticism about Research in Abnormal Child Psychology
3. Experts
on childhood disorders frequently disagree
4. Research
that appears in mainstream media are often oversimplified; the way the findings
are presented can make them less or more believable (e.g. people are more
likely to agree with findings when the findings are presented with a brain
image or bar graph)
5. Research
findings are often in conflict with each other
6. Research
has led to different recommendations about the ways in which children should be
helped, and some treatments have been shown to have no effect
7. Conclusions
are often qualified, with no definitive answers
8. Findings
are often dismissed because of exceptions or personal experience to the
contrary
9. The
accumulation of findings, not one study, are what advance the field (e.g. in
studying autism, findings from studies don’t always agree, but accumulation of
research into various aspects of autism has advanced the understanding of the
disorder and informed new ways to help these children)
10.
Pseudoscience vs. Science
11.
Pseudoscience: demonstrations of benefit are based on anecdotes
or testimonials, the child’s baseline abilities and possibility of spontaneous
improvement are ignored, related scientific procedures are disavowed
12.
Science: Scientists are capable of making incorrect claims but
they play by the rules of science, are prepared to admit when they are wrong,
and are open to change
13.
It is the quality of evidence, how it is obtained, and how it is
presented that determines if the claims are scientifically believable
II. The
Research Process
1. Common
Research Questions and Topics
2. Nature
and Distribution of Childhood Disorders
3. Epidemiological
research addresses questions about the nature and distribution of childhood
disorders
4. Incidence
rates refer to the extent to which new cases of a disorder appear over a
specified time period
5. Prevalence
rates refer to all cases, whether new or previously existing, that are observed
during a specified time period
6. Rate
and expression of symptoms and disorders vary in relation to SES, parent’s
marital status, child’s age, gender, and cultural background
7. Evaluating
mental health of children from different cultures is difficult due to cultural
variations and the definitions of what constitutes abnormal behavior
8. Correlates,
Risks, and Causes
9. Correlated
variables are associated at a particular point in time with no clear proof that
one precedes the other
10.
A risk factor is a variable that precedes an outcome of interest
and increases the chances that the outcome will occur
11.
A protective factor is a variable that precedes an outcome of
interest and decreases the chances that the outcome will occur
12.
Moderating and Mediating Variables
13.
A moderator variable is a factor that influences the direction
or strength of the relationship between other variables of interest
14.
A mediator variable is the process, mechanism, or means through
which a variable produces a particular outcome; it describes what happens at
the psychological or neurobiological level to explain how one variable results
from another
15.
Randomized controlled trials (RCT) evaluate treatment outcomes
in which children with a particular problem are randomly assigned to various
treatment and control conditions
16.
Controlled research findings indicate that children who receive
treatment are better off then children who do not
17.
Outcomes associated with childhood problems
18.
Interventions
19.
Treatment efficacy refers to whether or not a treatment can
produce changes under well-controlled conditions
20.
Treatment effectiveness refers to whether the treatment can be
shown to work in actual clinical practice rather than in well-controlled
laboratory conditions
III. Methods of Studying
Behavior
1. Standardization,
Reliability, and Validity
2. Standardization
is the process by which a set of norms is specified for a measurement procedure
so that it can be used consistently across different assessments of the
construct of interest
3. Reliability
refers to the consistency of measures, either across raters or time; it is
essential for validity
4. Validity
is the extent to which a method actually measures the construct of interest; it
may be examined with respect to the measure’s content, correlation with similar
and unrelated measures, predictive ability, and whether scores agree with what
would be predicted by existing theory and past research
B. Measurement
Methods
1. Reporting
2. Reporting
methods include unstructured clinical interviews, highly structured interviews,
and questionnaires
3. Inaccuracies
may occur because of inability to recall events, selective recall or bias, and
intentional distortions
4. Requires
a certain level of verbal ability, therefore not reliable with children under
age 7 or 8
5. Psychophysiological
and Neuroimaging Methods
6. Most
common physiological responses recorded are measures of autonomic nervous
system activity, such as heart rate, blood pressure, respiration, pupil
dilation, and electrical conductance of the skin
7. Limitations
of physiological measures include inconsistency across studies, high level of
inference about why there are physiological differences, and the role of
extraneous influences
8. Electroencephalogram
(EEG) measures electrical activity of the brain; different EEG waves may
suggest sleep disturbances or various emotional states
9. Neuroimaging
procedures examine the structure and/or function of the brain;
structural-imaging procedures include magnetic resonance imaging (MRI) and
coaxial tomographic (CT) scan, whereas functional-imaging techniques include
positron emission tomography (PET) and functional magnetic resonance imaging
(fMRI)
10.
Observation Methods
11.
May range from unstructured, naturalistic observations in the
child’s environment to highly structured observations in a clinic or laboratory
12.
Structured observations are cost-effective, allow for focused
attention on the phenomena of interest, are useful for studying infrequent
child behaviors, and allow for greater control over the situation than do
naturalistic observations
13.
A major drawback of observational methods is that one cannot be
sure if the observations are a representative sample of the behavior of
interest. In the presence of an observer, children and parents may not behave
as they normally would
IV. Research
Strategies
1. Validity
of Studies
2. Internal
validity reflects the extent to which a particular variable, rather than
extraneous influences, accounts for the results, changes, or group differences;
internal validity may be threatened by maturation, the effects of testing, and
subject selection biases
3. External
validity reflects the extent to which findings can be generalized to people,
settings, times, measures, and characteristics other than the ones in a
particular study; external validity may be threatened by characteristics and
reactivity of the subjects participating in the research, the research setting,
and the time at which measurements are made
4. Identifying
the Sample
5. A
careful definition of the sample is critical for comparability of findings
across studies
6. Possible
comorbidities among the sample must also be considered
7. Random
selection is rare in child psychopathology studies; often need to use a sample
of convenience
8. General
Research Strategies
9. Nonexperimental
and Experimental Research
10.
True experiments are those in which researchers have maximum
control over independent variables, subjects are randomly assigned to groups,
and possible sources of bias are controlled (not typical in research in child
psychopathology)
11.
Correlational studies allow researchers to examine relationships
among variables; a correlation coefficient describes the degree of association
between two variables; does not imply causality
12.
Random assignment of participants to treatment groups increases
the chance that other characteristics other than the independent variable will
be equally distributed across treatment groups
13.
Natural experiments involve comparisons between conditions that
already exist; these are essentially correlational studies, but subjects are
selected to ensure that their characteristics are as comparable as possible
with the exception of the independent variable (common in child psychopathology
research)
14.
Prospective and Retrospective Research
15.
In retrospective designs, a sample is identified and asked for
information relating to an earlier time period; retrospective designs are
highly susceptible to recall bias and distortion
16.
In real-time prospective designs, the sample is identified and
followed longitudinally over time; prospective designs are time consuming and
subject to loss of participants over time
17.
Analogue Research – Evaluates a specific variable of interest
under conditions that only resemble or approximate the situation to which one
wishes to generalize; purpose is often to examine a specific process that would
otherwise be difficult to study
18.
Research Designs
19.
Case Studies
20.
Involve intensive and usually anecdotal observations and
analyses of an individual child
21.
Rich sources of descriptive information; provide basis for
developing and trying treatment techniques
22.
Drawbacks include uncontrolled methods and selective biases, as
well as the inherent difficulties associated with integrating observations,
drawing valid inferences among variables, and generalizing from one child to
other children
23.
Single-Case Experimental Designs
24.
Used frequently to evaluate the impact of clinical treatments
25.
Involve repeated assessment of behavior over time, the
replication of treatment effects within the same subject, and the subject
serving as his or her own control
26.
Two common examples are the A-B-A-B (reversal) design and the
multiple-baseline design across behaviors, situations, or individuals
27.
Advantages include personal quality of the case study and
objective evaluation of alternative and combined forms of treatment
28.
Weaknesses include the possibility of interactions between
treatments and subject characteristics, limited generality of findings, and
subjectivity and inconsistency of visual inspection of the data
29.
Between-Group Comparison Designs – Involve comparisons between
experimental and control groups; differences between groups can be attributed
to the experimental condition
30.
Cross-Sectional Studies
31.
Individuals at different ages or stages of development are
studied at the same point in time
32.
Although efficient and less susceptible to attrition and practice
effects, they do not allow for inferences about change in the individual and
are susceptible to cohort effects
33.
Longitudinal Studies
34.
The same individuals are studied at different ages or stages of
development
35.
Populations of interest are often children who are at risk for
developmental problems due to a risk factor; allows for identification of
patterns that are common to all children and for tracking differences in
developmental paths
36.
Disadvantages include time commitment, increased costs, aging
effects, cohort effects, period effects, and practice effects
37.
Qualitative Research
38.
Focuses on narrative accounts, description, interpretation,
context, and meaning; strives to understand the phenomenon from the
participant’s perspective and in the context in which it is experienced
39.
Provides an intensive and intimate understanding of a situation,
however, may be biased by the researcher’s values and preferences; findings are
not easily generalized to individuals and situations other than the ones
studied
40.
Qualitative and quantitative methods can be used together;
qualitative data can be used to identify dimensions and theories that can be
tested quantitatively, to illuminate meaning of quantitative findings, and can
be analyzed quantitatively if data, such as, word counts or frequency counts of
themes are numerically collected
V. Ethical and Pragmatic Issues
1. Informed
Consent and Assent
2. Informed
consent involves fully informing participants of the nature of the research,
risks, benefits, expected outcomes, and alternatives, as well as giving the
option to withdraw from the study; parents need to give consent for children
3. Assent
(meaning that the child shows some form of agreement to participate without
necessarily understanding the full significance of the research) must be
obtained when the child is around the age of 7 or older
4. When
research is carried out in institutions (such as schools, day cares, or medical
settings) consent must also be obtained from individuals appointed to act on
children’s behalf
5. Voluntary
Participation
6. Participation
in research must be voluntary
7. May
be compromised by subtle pressure and coercion
8. Volunteerism
may itself be a biasing factor in research
9. Confidentiality
and Anonymity
10.
Disclosed information must be kept confidential; individuals
must be advised about any exceptions to confidentiality
11.
Confidentiality may become problematic when a child or parent
reveals past abuse or the possibility of future abuse
12.
Nonharmful Procedures –
No research procedures may be used that may harm a child physically or
psychologically
13.
Other Ethical and Pragmatic
Concerns – May arise when research involves potentially invasive
procedures, deception, the use of punishment, and/or the use of incentives;
final responsibility of the ethical integrity is with the investigator
Learning Objectives:
1. To
explain why a scientific approach is important to the study of abnormal child
psychology
2. To
consider why there may be some skepticism in abnormal child psychology research
3. To
describe the multistage process involved in research and questions of focus in
abnormal child psychology
4. To
identify some of the methods used to study children’s behavior and provide
advantages and disadvantages of each method
5. To
consider the importance of both internal and external validity in developing
research studies
6. To
describe approaches used in abnormal child psychology research, including
advantages and disadvantages of each approach
7. To
compare and contrast single-case and between-group designs
8. To compare
and contrast cross-sectional and longitudinal research
9. To
discuss the importance of informed consent and assent when doing research in
abnormal child psychology
10.
To identify ways to ensure that research meets ethical standards
Key
Terms and Concepts:
A-B-A-B reversal design
analogue research
assent
case study
cohort
comorbidity
correlation coefficient
cross-sectional research
electroencephalogram (EEG)
epidemiological research
external validity
incidence rates
informed consent
internal validity
longitudinal research
mediator variables
moderator variables
multiple-baseline design
natural experiments
naturalistic observation
neuroimaging
prevalence rates
qualitative research
random assignment
randomized controlled trials (RCTs)
real-time prospective designs
reliability
research
research designs
retrospective design
single-case experimental designs
standardization
structured observation
treatment effectiveness
treatment efficacy
true experiment
validity
Test
Items:
1. Skepticism
exists regarding research in abnormal child psychology because:
1. experts
on childhood disorders frequently disagree
2. research
findings in abnormal child psychology are often in conflict with one another
3. many
conclusions from research with children are qualified with no definitive
answers
4. all
of these
ANS:
D REF:
p.56 DIF:
Easy
COG: Factual
2. The
______ of research findings are what advance the field of psychology.
1. reliability
2. standardization
3. accumulation
4. validity
ANS:
C REF:
p.57 DIF:
Moderate COG:
Factual
3. Research
presented in the media is typically:
4. clearly
presented and discussed by medical doctors
5. oversimplified
6. overly
detailed and confusing
7. adequately
reported
ANS:
B REF:
p.56 DIF:
Easy
COG: Factual
4. In
research terms, predictions about behavior that follow from a theory are
called:
1. speculations
2. hypotheses
3. assumptions
4. proposals
ANS:
B REF:
p.59 DIF: Easy
COG: Factual
5. Since
there is no one correct approach to research, most problems in abnormal child
psychology are best studied by using _______________________.
1. utilizing
rigorous experiments
2. using
case studies
3. only
one strategy
4. multiple
methods and strategies
ANS:
D REF:
p.59 Diff:
Easy
COG: Factual
6. Evaluating
the mental health of children can be difficult due to:
1. cultural
variations of what constitutes abnormal behavior
2. the
difference in psychological theories
3. the
limited amount of assessment tools available for children
4. vague
information often given by children
ANS:
A REF:
p.61 Diff:
Moderate COG:
Factual
7. Factors
such as SES, child’s age, and cultural background affect the ______of symptoms
and disorders.
8. rate
and expression
9. pervasiveness
10.
outcome
11.
termination
ANS:
A REF:
p.61 DIF:
Moderate COG:
Factual
8. Questions
about the nature and distribution of childhood disorders are frequently
addressed through:
1. epidemiological
research
2. regression
analysis
3. correlation
studies
4. efficacy
studies
ANS:
A REF:
p.60 DIF:
Moderate COG:
Factual
9. Isabella
appears sad and is having difficulty academically and with her peer group.
Isabella has a close relationship with her mother. This relationship with her
mother can be considered a:
10.
mediating variable
11.
protective factor
12.
moderator variable
13.
risk factor
ANS:
B REF:
p.61 DIF:
Moderate COG:
Applied
10.
__________ rates refer to the extent to which new cases of a
disorder appear over a specified time period.
1. Comorbidity
2. Comortality
3. Incidence
4. Prevalence
ANS:
C REF:
p.60 DIF:
Easy
COG: Factual
11.
__________ rates refer to all cases of a disorder, whether new
or previously existing, that are observed during a specified time period.
1. Comorbidity
2. Comortality
3. Incidence
4. Prevalence
ANS:
D REF:
p.60 DIF:
Easy COG: Factual
12.
Variables that are associated at a particular point in time with
no clear proof that one precedes the other are said to be:
1. predictive
2. moderating
3. correlated
4. comorbid
ANS:
C REF:
p.61 DIF:
Easy
COG: Factual
13.
A variable that precedes an outcome of interest and increases
the chances that the negative outcome will occur is a(n):
1. risk
factor
2. protective
factor
3. predictive
factor
4. epidemiological
factor
ANS:
A REF:
p.61 DIF:
Easy
COG: Factual
14.
A variable that precedes an outcome of interest and decreases
the chances that the outcome will occur is a(n):
1. predictive
factor
2. risk
factor
3. epidemiological
factor
4. protective
factor
ANS:
D REF:
p.61 DIF:
Easy
COG: Factual
15.
Research into risk and protective factors requires large samples
of children be studied and multiple areas of functioning be assessed over long
periods of time because:
1. the
areas of child functioning that will be affected are not known in advance
2. only
a small amount of children who are at risk will actually develop the disorder
3. when
a disorder may occur or reoccur is not known in advance
4. all
of the above
ANS: D
REF: p.61 DIF:
Moderate COG:
Factual
16.
_________ evaluate treatment outcomes for children who are
randomly assigned to treatment and control conditions.
17.
Efficacy studies
18.
Case studies
19.
Randomized controlled trials
20.
Correlational studies
ANS:
C REF:
p.64 DIF:
Easy
COG: Factual
17.
Factors that influence the direction or strength of a
relationship of variables of interest are called:
1. correlated
variables
2. mediator
variables
3. risk
variables
4. moderator
variables
ANS:
D REF:
p.63 DIF:
Moderate COG:
Factual
18.
If a study of the effect of divorce found a more negative impact
for girls than for boys, sex would be a:
1. protective
factor
2. risk
factor
3. mediating
variable
4. moderating
variable
ANS:
D REF:
p.63 DIF: Moderate
COG: Applied
19.
The process, mechanism, or means through which a variable
produces a particular outcome is known as a _________ variable.
20.
comorbid
21.
correlated
22.
mediating
23.
moderating
ANS:
C REF:
p.63 DIF:
Moderate COG:
Factual
20.
Children who receive treatment are:
21.
at the same level of functioning as those who are not treated
22.
less likely to discuss problems with their parents
23.
less likely to progress then children who are not in treatment
24.
better off then children who do not receive treatment
ANS:
D REF:
p.62 DIF:
Easy
COG: Factual
21.
A researcher investigating the relationship between maternal
distress and child conduct problems found that maternal distress was related to
disciplinary strategies towards the child, which in turn were related to child
conduct problems. In this study, disciplinary strategies are a:
1. comorbid
variable
2. correlated
variable
3. mediator
variable
4. moderator
variable
ANS:
C REF:
p.63 DIF:
Moderate COG:
Applied
22.
Treatment ____________ refers to whether or not a treatment can
produce changes under well-controlled conditions.
1. efficacy
2. effectiveness
3. reliability
4. validity
ANS:
A REF:
p.64 DIF:
Easy
COG: Factual
23.
To know if a treatment would truly be useful in community
settings, researchers should focus on treatment _____________.
1. efficacy
2. effectiveness
3. reliability
4. validity
ANS:
B REF:
p.64 DIF: Easy
COG: Factual
24.
Ideally, a measure of psychopathology should be:
1. reliable
2. valid
3. standardized
4. all
of these
ANS:
D REF:
p.64-65 DIF: Easy COG: Factual
25.
A ____________ assessment measure allows for the scores of one child
to be compared to the scores of other similar children.
1. reliable
2. valid
3. standardized
4. reliable
and standardized
ANS:
C REF:
p.64
DIF: Easy COG: Factual
26.
Emily’s mother was asked to complete a behavior checklist on two
separate occasions several weeks apart. The results yielded from both occasions
were very similar. The behavior checklist can be said to be:
1. reliable
2. valid
3. standardized
4. effective
ANS:
A REF:
p.65 DIF:
Moderate COG:
Applied
27.
An assessment tool that actually measures the construct it is
intended to measure can be considered:
1. reliable
2. valid
3. standardized
4. effective
ANS:
B REF:
p.65 DIF:
Easy
COG: Factual
28.
___________ validity refers to whether scores on a measure
behave as predicted by theory or past research.
1. Face
2. Convergent
3. Construct
4. Discriminant
ANS:
C REF:
p.65 DIF:
Easy
COG: Factual
29.
___________ validity refers to the degree of correlation between
measures that are expected to be related to one another.
1. Convergent
2. Construct
3. Criterion
4. Discriminant
ANS:
A REF:
p.65 DIF:
Easy
COG: Factual
30.
Amy was observed by a researcher both at home and at school.
This kind of research method is a:
31.
Clinical observation
32.
Structured observation
33.
Situational observation
34.
Naturalistic observation
ANS:
D REF:
p.67 DIF:
Easy
COG:
Applied
31.
___________ validity refers to the degree of correlation between
measures that are not expected to be related to one another.
1. Convergent
2. Construct
3. Criterion
4. Discriminant
ANS:
D REF:
p.65 DIF:
Easy
COG: Applied
32.
A limitation of psychophysiological measures is:
1. deception
by the child
2. poor
inter-rater reliability
3. high
level of inference for interpretation
4. inappropriateness
with young children
ANS:
C REF:
p.66 DIF:
Moderate COG:
Factual
33.
To record electrical activity of the brain, one would want to
use a(n):
1. EEG
2. PET
scan
3. CT
scan
4. MRI
ANS:
A REF:
p.66 DIF:
Easy COG: Factual
34.
___________ are used to examine the gross structure of the
brain.
1. EEGs
2. PET
scans
3. CT
scans
4. MRIs
ANS:
C REF:
p.67 DIF:
Easy
COG: Factual
35.
___________ are used to study cerebral glucose metabolism.
1. PET
scans
2. EEGs
3. CT
scans
4. MRIs
ANS:
A REF:
p.67 DIF:
Easy
COG: Factual
36.
What do neuroimaging techniques not provide us with?
1. gross
and fine analyses of brain structure
2. changes
in blood flow in the brain
3. rate
of glucose metabolism in the brain
4. the
cause of structural or functional changes in the brain
ANS:
D REF:
p.67 DIF:
Moderate COG:
Factual
37.
One of the major limitations of observational research methods
is that:
1. they
are not cost effective
2. behavior
may be altered as a function of participants’ awareness of being observed
3. results
tend to be invalid
4. all of
these
ANS:
B REF:
p.68 DIF:
Easy COG: Factual
38.
Maturation is a threat to ________________.
1. external
validity
2. internal
validity
3. convergent
validity
4. inter-rater
reliability
ANS:
B REF:
p.68 DIF:
Moderate COG:
Factual
39.
The degree to which findings can be generalized to children,
settings, times, measures, and characteristics other than the one in a
particular study is referred to as:
1. external
validity
2. internal
validity
3. face
validity
4. generalized
validity
ANS:
A REF:
p.69 DIF:
Easy
COG: Factual
40.
The overlapping or co-occurrence of disorders is called:
1. multifinality
2. comortality
3. multidiagnosis
4. comorbidity
ANS:
D REF: p.69
DIF: Easy COG: Factual
41.
The use of ___________________ is rare in studies of child
psychopathology.
1. randomly
selected samples
2. samples
of convenience
3. reliable
measures
4. valid
measures
ANS:
A REF:
p.69 DIF:
Moderate COG:
Factual
42.
The greater the degree of control that a researcher has over the
_____________, the more a study approximates a true experiment.
1. subjects
in the sample
2. moderator
variables
3. independent
variable
4. dependent
variable
ANS: C
REF: p.70 DIF:
Moderate COG:
Factual
43.
A correlation of -.75 between age and amount of time spent in
REM sleep means that:
1. older
people spend more time in REM sleep
2. younger
people spend less time in REM sleep
3. older
people spend less time in REM sleep
4. the
relationship between age and time spent in REM sleep is weak
ANS:
C REF:
p.70 DIF:
Moderate COG:
Factual
44.
________________ increases the chance that characteristics other
than the independent
variable will be equally distributed across treatment groups.
1. Random
sample
2. Equal
distribution
3. Natural
assignment
4. Random
assignment
ANS:
D REF:
p.71 DIF:
Moderate COG:
Factual
45.
Asking college students to describe their childhood
relationships with peers is an example of a ________________ design.
1. longitudinal
2. cohort
3. prospective
4. retrospective
ANS:
D REF:
p.71 DIF:
Moderate COG:
Applied
46.
Recall bias and distortion are potential limitations of ___________
studies.
1. analogue
2. case
3. retrospective
4. cohort
ANS:
C REF:
p.71 DIF:
Easy
COG: Factual
47.
___________ research focuses on a specific research question
under conditions that only resemble or approximate the situation to which the
researcher wishes to generalize.
1. Cohort
2. Retrospective
3. Circumscribed
4. Analogue
ANS:
D REF:
p.72 DIF:
Easy
COG: Factual
48.
When the conditions of a study only resemble or approximate the
conditions of interest, questions may be raised about the ___________ of the
study.
1. external
validity
2. internal
validity
3. standardization
4. randomization
ANS:
A REF:
p.69
DIF:
Easy COG: Factual
49.
Which of the following statements about case studies is false?
1. involve
intensive observation and analysis of an individual child
2. use
controlled methods without biases
3. are
rich in detail and provide valuable insights
4. usually
study rare childhood disorders
ANS:
B REF:
p.72 DIF: Moderate
COG: Factual
50.
Qualitative research ________.
51.
provides a numerical approach to understanding research
52.
provides an intensive and intimate understanding of a situation
53.
uses normed assessment tools
54.
uses statistical analysis
ANS: B
REF: p.76 DIF:
Easy
COG: Factual
51.
In an A-B-A-B design, the “B” stands for:
1. intervention
2. baseline
3. behavior
4. observation
ANS:
A REF:
p.73 DIF:
Easy
COG: Factual
52.
In ____________ research, the same individuals are studied at
different ages/stages of development.
1. cross-sectional
2. longitudinal
3. between
groups
4. cohort
ANS:
B REF: p.
75 DIF:
Easy
COG: Factual
53.
In ____________ research, different individuals at different
ages or stages of development are studied at the same point in time.
1. analogue
2. within
group
3. cross-sectional
4. between
group
ANS:
C REF:
p.75 DIF:
Easy
COG: Factual
54.
Aging effects and cohort effects are some of the potential
disadvantages of __________ research designs.
1. longitudinal
2. cross-sectional
3. experimental
4. between
group
ANS:
A REF:
p.75 DIF:
Easy
COG: Factual
55.
Qualitative research is characterized by:
1. operational
definitions
2. isolation
of variables of interest
3. careful
control of subject matter
4. none
of the above
ANS:
D REF:
p.76 DIF:
Moderate COG:
Factual
56.
Qualitative data are typically collected by:
1. open-ended
interviewing and observations
2. already
developed observational and assessment tools
3. controlled
and structured interviewing
4. all
of the above
ANS:
A REF:
p.76 DIF:
Easy
COG: Factual
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