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.
List1
four 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 Latin Square to
illustrate3 use of a counterbalanced within-subjects design.
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.
List1
three 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 2
counterbalanced design
d. simple (two-group, between-subjects)
experiment.
20.
You
want to examine the effects of two independent variables. Analyze4 when you should
choose 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.
Define1
mixed design. Describe2 the advantages of using a mixed
design.