A) How does panic disorder differ in children and adults?
B) Are the cognitive triggers for panic disorder different in children and adults?
C) What early behaviors did adult panic disorder patients tend to display when they were young?
D) Does exposure therapy tend to be more or less effective when it is used in the treatment of children versus adults?
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Multiple Choice
A) generalizabiity
B) internal validity
C) concurrent reliability
D) usefulness
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Multiple Choice
A) the effects of adoption on a child's psychological functioning.
B) whether it is detrimental to separate twins at birth.
C) whether genes or adoption impact psychopathology.
D) the effects of genes.
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Multiple Choice
A) Behavior is influenced by the rewards that follow the behavior.
B) Children who view aggression are more likely to act in an aggressive manner.
C) Invisible forces influence our behavior every day.
D) Personality traits can be influenced by genetics.
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Multiple Choice
A) theory
B) empirical conclusion
C) research study
D) educated guess
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Multiple Choice
A) confound
B) independent variable
C) dependent variable
D) hypothesis
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Multiple Choice
A) experience is confounded with participation in the study.
B) age is confounded with experience.
C) genetics and experience are confounded.
D) reliable statistics cannot be computed for cohort groups.
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Multiple Choice
A) sunlight; depression
B) depression; sunlight
C) sunlight; mood
D) depression; mood
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Multiple Choice
A) how much each treated and untreated person in the study changes.
B) the power of the statistical tests that are used to detect the impact of the independent variable.
C) how many subjects are included in a particular study.
D) the degree of external validity that the study has.
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Multiple Choice
A) Monozygotic twins, one raised in a wealthy family living in a modern city and the other raised in poverty in a developing nation
B) Adopted children from different biological families raised in the same home
C) Biological siblings raised in the same house
D) Biological siblings, each adopted immediately after birth, one raised in Chicago and the other raised in New York City
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Multiple Choice
A) molecular
B) behavior
C) environmental
D) interactive
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Multiple Choice
A) better define independent and dependent variables.
B) improve the research design.
C) rule out coincidence.
D) enhance the external validity of the study.
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Multiple Choice
A) counterbalance the research design with additional measures to improve internal and external validity.
B) control for the placebo effect.
C) conduct a true double-blind experiment.
D) determine whether improvements gained with treatment are lost when the treatment is withheld.
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Multiple Choice
A) distribution
B) incidence
C) consequences
D) all of the above
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Multiple Choice
A) independent variables are hypothesized to have an impact on dependent variables.
B) independent variables are generally manipulated by the researcher.
C) dependent variables are hypothesized to have an impact on independent variables.
D) dependent variables are generally measured by the researcher.
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Multiple Choice
A) Establishing a baseline
B) Manipulating the independent variable
C) Withdrawing the dependent variable
D) Returning to baseline
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Multiple Choice
A) the extent to which the results of a study can be explained by the dependent variable.
B) the degree to which the hypothesis is supported by the study.
C) the overall quality of the research.
D) the extent to which the results in a study can be explained by the independent variable.
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Multiple Choice
A) your physician will call you if there is anything to worry about.
B) research like this is rarely accurate.
C) without replication, the finding could just be due to coincidence.
D) unless it was a double-blind experiment, the results are probably in error.
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Multiple Choice
A) correlational study.
B) analog study.
C) experiment.
D) epidemiological study.
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Multiple Choice
A) is expected to influence or change the variable being studied.
B) is the empirical result of the study.
C) is expected to be changed or influenced in the study.
D) forms the most important component of the hypothesis.
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