1. Research Methods: Concepts and Connections First Edition
Michael Passer
Research Methods: Concepts and Connections First Edition
Chapter 4:
Defining and Measuring Variables
Clicker Questions
Questions by Melissa Terlecki, Cabrini College
© 2013 by Worth Publishers

2. Chapter 4 Eye color would be an example of which type of variable?
qualitative
quantitative
continuous
situational

3. Chapter (Answer)
Eye color would be an example of which type of variable?
qualitative
quantitative
continuous
situational

4. Chapter 4
2. A line graph depicting participants’ weight measured in pounds would NOT involve which type of variable?
quantitative
continuous
discrete
subject

5. Chapter (Answer)
2. A line graph depicting participants’ weight measured in pounds would NOT involve which type of variable?
quantitative
continuous
discrete
subject

6. Chapter 4
3. Which type of variable is defined as having no intermediate values between any two adjacent values?
continuous
discrete
quantitative
mediator

7. Chapter (Answer)
3. Which type of variable is defined as having no intermediate values between any two adjacent values?
continuous
discrete
quantitative
mediator

8. Chapter 4
4. In an experiment manipulating the amount of caffeine and measuring the effect on alertness during class, caffeine would be considered the _____ variable.
dependent
subject
mediator
independent

9. Chapter (Answer)
4. In an experiment manipulating the amount of caffeine and measuring the effect on alertness during class, caffeine would be considered the _____ variable.
dependent
subject
mediator
independent

10. Chapter 4 5. Constructs are:
variables that provide a causal link in the sequence between an independent and dependent variable.
factors that alter the strength or direction of the relation between an independent and dependent variable.
underlying hypothetical characteristics that are not directly observed, but inferred.
characteristics that differ across environments or stimuli.

11. Chapter 4 (Answer) 5. Constructs are:
variables that provide a causal link in the sequence between an independent and dependent variable.
factors that alter the strength or direction of the relation between an independent and dependent variable.
underlying hypothetical characteristics that are not directly observed, but inferred.
characteristics that differ across environments or stimuli.

12. Chapter 4
6. The difference between mediator and moderator variables is that:
mediator variables provide a causal link in the sequence between an independent and dependent variable.
moderator variables provide a causal link in the sequence between an independent and dependent variable.
mediator variables alter the strength or direction of the relation between an independent and dependent variable.
neither mediator or moderator variables have an effect on the relationship between an independent and dependent variable.

13. Chapter (Answer)
6. The difference between mediator and moderator variables is that:
mediator variables provide a causal link in the sequence between an independent and dependent variable.
moderator variables provide a causal link in the sequence between an independent and dependent variable.
mediator variables alter the strength or direction of the relation between an independent and dependent variable.
neither mediator or moderator variables have an effect on the relationship between an independent and dependent variable.

14. Chapter 4
7. Which statement does NOT apply to the benefit of operationally defining variables?
Disagreement about definitions doesn’t often occur.
There are many ways to define phenomena.
Defining variables can help specify measurement procedures.
Operational definitions play a role in many facets of daily life.

15. Chapter (Answer)
7. Which statement does NOT apply to the benefit of operationally defining variables?
Disagreement about definitions doesn’t often occur.
There are many ways to define phenomena.
Defining variables can help specify measurement procedures.
Operational definitions play a role in many facets of daily life.

16. Chapter 4 8. Which does NOT apply to the process of measurement?
random assignment
systematic assignment
designation of scales
assignment of numbers, labels, or other symbols

17. Chapter (Answer)
8. Which does NOT apply to the process of measurement?
random assignment
systematic assignment
designation of scales
assignment of numbers, labels, or other symbols

18. Chapter 4
9. Which scale of measurement would degrees in Celsius be represented by?
nominal
ordinal
interval
ratio

19. Chapter (Answer)
9. Which scale of measurement would degrees in Celsius be represented by?
nominal
ordinal
interval
ratio

20. Chapter 4
10. Which scale of measurement would political party affiliation be represented by?
nominal
ordinal
interval
ratio

21. Chapter (Answer)
10. Which scale of measurement would political party affiliation be represented by?
nominal
ordinal
interval
ratio

22. Chapter 4
11. Which is defined as a constant amount of error that occurs with each measurement?
random measurement error
systematic error
test-retest reliability
internal-consistency reliability

23. Chapter (Answer)
11. Which is defined as a constant amount of error that occurs with each measurement?
random measurement error
systematic error
test-retest reliability
internal-consistency reliability

24. Chapter 4
12. Which refers to the consistency of a measure within itself?
internal-consistency reliability
test-retest reliability
random measurement error
systematic error

25. Chapter (Answer)
12. Which refers to the consistency of a measure within itself?
internal-consistency reliability
test-retest reliability
random measurement error
systematic error

26. Chapter 4
13. Which type of validity concerns the degree to which the items on a measure appear to be reasonable?
content
face
criterion
construct

27. Chapter (Answer)
13. Which type of validity concerns the degree to which the items on a measure appear to be reasonable?
content
face
criterion
construct

28. Chapter 4
14. If a test was created to assess knowledge of speeding laws, and participants (regardless of test-taking ability) show that this assessment accurately reflects their knowledge, which type of validity would be shown?
content
face
criterion
construct

29. Chapter (Answer)
14. If a test was created to assess knowledge of speeding laws, and participants (regardless of test-taking ability) show that this assessment accurately reflects their knowledge, which type of validity would be shown?
content
face
criterion
construct

30. Chapter 4
15. If a researcher claims that a particular intelligence test predicts college success, what type of validity would need to be established?
content
face
criterion
construct

31. Chapter (Answer)
15. If a researcher claims that a particular intelligence test predicts college success, what type of validity would need to be established?
content
face
criterion
construct