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Chapter 6 psych
| Question | Answer |
|---|---|
| Scientific thinking is based on the ideas of comparison, _______________________, and _______________________. | control and manipulation |
| The essential goal of experimental design is to _______________________ a variabl | isolate |
| variable manipulated is called the _______________________ variable and the variable upon which the independent variable is posited to have an effect is called the _______________________ variabl | independent / dependent |
| Joseph _______________________ did directly manipulate the variables he _______________________ to be the causes of the particular phenomenon he was studying (pellagra) | goldberger / hypothesized |
| he induced pellagra in a group of prisoners given a low-protein _______ and also failed to induce it in a group of volunteers, including _______________________ and his _______________________, who ingested the _______________________ of pellagra victim | diet/ himself / wife / excrement |
| Random ______ ensures that the people in the conditions compared are roughly _______________________ on all variables because, as sample size _______________________, random _______________________ tends to balance out _______________________ factors. | assignment / equal / increases/ assignment/ chance |
| Random assignment is a method of assigning subjects to the __________ and _______________________ groups so that each subject in the experiment has the _______________________ chance of being assigned to _______________________ of the groups | experimental / control/ same/ either |
| tendency to see the necessity of acquiring comparative info be4 coming to a_______ is apparently not a natural one – which is why training in all the sciences includes methodology courses that stress the ______ of constructing ______ groups. | conclusion/ importance/ control |
| , it is relatively easy to draw people’s attention away from the fact that the outcomes in the _______________________ condition are a critical piece of contextual information in _______________________ the outcome in the treatment condition | control / interpreting |
| Almost 100 years ago, a German schoolteacher presented to the public a horse, _______________________ _______________________ , who supposedly knew how to solve mathematical problems. | clever hans |
| case of Clever Hans is a good context in which to illustrate the importance of carefully distinguishing between the _______________________ of a phenomenon and the _______________________ of a phenomenon. | description / explanation |
| Positing that the horse had mathematical abilities was only one of many possible _________ of the horse’s performance. It was an explanation that could be put to _______________________ test. When put to such a test, the explanation was ______ | explanations/ empirical / falsified |
| that the horse had true mathematical abilities and that the horse was reading______ cues – are vastly different in _______. e former theory – that horses can truly learn arithmetic – requires us to ________ dozens of concepts | bahavioral / parisomony / alter |
| #of controlled studies have been reported that have tested the claims of ____ communication using appropriate experimental _____. Each study has unequivocally demonstrated same thing: The ___ child’s performance depended ___ cuing by the facilitator | facilitated/ controls/ autistic/ tactile |
Created by:
ariiax
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