# data[].attributes.body
Dear Students,

I have presented 8 lessons for you to read to the best that you can and answer it accordingly.

Please refer to Lessons of (2 May 2019) Only!

Each lesson has been provided with answers for your reference.

Each group will be asked to prepare a 5 minute presentation of any 8 given topics for you to share information in the class.

I will call on randomly any group for you to present in class next week.

Thank you and Good Luck.

Haz (2 May 2019)

# data[].attributes.body
Between-Subjects Designs

# data[].attributes.body
Pretest-Posttest Design

# data[].attributes.body
Quasi Experimental Designs

# data[].attributes.body
The True Experimental Research Design

# data[].attributes.attachment_link.title
Lesson 1 - The True Experimental Research Design

# data[].attributes.body
Cross-Sectional Research

# data[].attributes.attachment_link.title
BORANG PENILAIAN LAPORAN AKHIR PROJEK TAHUN AKHIR

# data[].attributes.headline
Additional Information on Guidelines of Thesis Preparation 2

# data[].attributes.subject
Additional Information on Guidelines of Thesis Preparation 2

# data[].attributes.body
Two-Group Experimental Designs

# data[].attributes.attachment_link.title
Lesson 4 - Two-Group Experimental Designs

# data[].attributes.headline
Additional Information on Guidelines of Thesis Preparation 1

# data[].attributes.subject
Additional Information on Guidelines of Thesis Preparation 1

# data[].attributes.headline
Garis Panduan Pembentangan Proposal (5 April 2019) 

# data[].attributes.subject
Garis Panduan Pembentangan Proposal (5 April 2019) 

# data[].attributes.body
Sila jangan "Delete".
Thank you.
Haz

# data[].attributes.attachment_link.title
Tugasan Pembentangan Proposal Kajian (FYP) (10%)

# data[].attributes.headline
4 April 2019 Limitation Correlation Research

# data[].attributes.subject
4 April 2019 Limitation Correlation Research

# data[].attributes.body
6 of 6

# data[].attributes.headline
4 April 2019 Interpreting Correlation Coefficient 

# data[].attributes.subject
4 April 2019 Interpreting Correlation Coefficient 

# data[].attributes.body
5 of 6

# data[].attributes.attachment_link.title
Interpreting the Correlation Coefficient 1

# data[].attributes.body
3 of 6

# data[].attributes.body
What is a Control Group

# data[].attributes.body
Within-Subject Designs

# data[].attributes.headline
4 April 2019 The Relationship Between Variables

# data[].attributes.subject
4 April 2019 The Relationship Between Variables

# data[].attributes.body
4 of 6

# data[].attributes.body
2 of 6

# data[].attributes.headline
4 April 2019 What is Descriptive Research Design?

# data[].attributes.subject
4 April 2019 What is Descriptive Research Design?

# data[].attributes.body
1 of 6

# data[].attributes.body
Lesson Transcript

The process of preparing a research paper for academic or employment purposes can be a difficult task. There are some basic tips for how to locate research materials such as online, books, periodicals, etc.

Research Materials

Have you ever been assigned a paper for school or work and had no idea how to locate your research materials? The good news is that in this lesson, we will cover some basic tips for locating research materials in order to produce a professional and credible paper. First of all, before you begin writing a research paper, it is important to understand the assignment. If you have any questions, you should talk to your professor or boss. The next step is to develop a good topic idea through brainstorming, which is a spontaneous list of ideas, or by searching the Internet.

Our experienced writer and psychology student, Beth, has been assigned a research paper. She is first searching online to find an interesting topic. Once these initial steps have been completed, her next task is to locate the appropriate research materials. These are materials that will help someone understand the topic and prepare a valid argument or explanation. It is important to use current source information - nothing older than 10 years. Beth has some tips for locating research materials using the specifics of her topic on addiction.

Locating Research Materials

Beth is in need of some quick facts on addiction for her paper. Her first tip is to use reference material such as encyclopedias, almanacs or dictionaries. These types of sources are available at local libraries or via Internet sites such as Dictionary.com, Encyclopedia.com or Britannica.com. Beth was able to get an excellent definition on addictive behavior from a medical encyclopedia.

Number two: In order to offer credible, current and well-documented research, Beth highly recommends academic journals, or peer-reviewed journal articles that are written by scholars and researchers for a specific discipline (such as the Journal of Psychology). They are published at fixed intervals such as weekly or monthly. These journals are usually accessed through library databases such as EBSCO. Most universities offer free online access to these databases as part of tuition.

Beth has access to academic journals through her university website. The business and academic communities expect that papers will include this type of research material. Beth was able to find some great academic research to support her claim that obsessions are worse than addictions.

Tip number three: Beth tries to avoid magazines unless she can't find information in academic journals or books. Magazines are written by journalists and published for the general audience. They are not peer-reviewed and usually are not as well received for supportive documentation. They can be found in library catalogs or online library databases through universities. In addition, most magazines such as Time offer previously published editions through their online website in their archive section.

Number four: Another tip from Beth is to balance a paper with credible sources from books and e-books. These materials are used for in-depth research but usually do not have the most current information. They can be found in print at your local or university library. Books can also be rented or bought through online e-book databases. Beth was able to find a new book called Obsessions Are the New Addictions online.

Tip number five: Locating local information can be a challenge for anybody. Beth suggests that the best local information source is newspapers, which are daily printed forms of local information. Beth was able to find a few relevant articles to help her research. Back-dated newspaper articles can be accessed in many different ways. For example, Google News has indexes of newspapers and scanned images of articles. In addition, each newspaper also offers archived digital access, usually for a slight fee. Lastly, some local libraries and universities offer access to their database on newspaper articles as well.

The last tip from Beth is that sometimes writers might need statistics to support a claim or argument. Libraries usually have databases to access particular statistics, but the online database of the U.S. Census is a great source as well. Beth needed to know the number of people in the U.S. aged 18-24. She was able to get this information easily from the Census database.

Lesson Summary

Beth was able to produce an effective, well-written and supported paper with credible sources by following her own tips. College students are usually given access to a superior online research library as part of their tuition. Writing papers does not end once you graduate. Employees in the work place can utilize local or country library systems or use online sites for research sources.

Research materials are materials that will help someone understand their topic and prepare a valid argument or explanation. The following are some basic tips to help locate research materials:

For quick facts use reference materials such as encyclopedias, almanacs, or dictionaries.

For credible and reputable information, use online databases of academic journals, or peer-reviewed journal articles that are written by scholars and researchers for a specific discipline.

Magazines are written by journalists and published for the general audience. They can be found in library catalogs or online library databases through universities.

Books and e-books can be found in print at your local or university library, or they can also be rented or bought through online e-book databases.

Local newspapers, which are daily news sources, provide excellent information, and previous editions can be found in online databases. A great source is Google News.

Lastly, statistics are also helpful in research papers. The U.S. Census is a great reference source and available for free at the website www.census.gov.

Quiz & Worksheet - Tips for Locating Research Materials

/academy/lesson/tips-for-locating-research-materials.html

1. What differentiates academic journal articles from magazines?

A.  They include scientific jargon.

B.  They are not always the most credible.

C.  They are published at fixed intervals.

D.  They are peer-reviewed.

2. The topic assigned for your research paper is analyzing the spread of a newly-discovered, communicable air-borne disease. Why might a book NOT be the best source for the number of people currently infected?

A.  Books may include graphs and analysis of scientific studies.

B.  Books are often published by authors with expertise in their field.

C.  Books do not take into account an author's bias on a topic.

D.  Books are written well in advance of publication and data may not be updated.

3. For which type(s) of reference materials does Google News have indexes?

A.  Out-of-print books

B.  Newspaper and online news information

C.  Current reference materials

D.  US Census Information

4. Which research material can be found in library databases such as EBSCO?

A.  Almanacs

B.  US Census Information

C.  Encyclopedias

D.  Academic journal articles

E.  Research paper

5. What is the most important first step when planning a research paper?

A.  Locating a database

B.  Finding academic sources

C.  Deciding on a topic

D.  Understanding the assignment

About This Quiz & Worksheet

Finding credible resources is a crucial step in writing a research paper. This quiz/worksheet combo will assess your understanding of different kinds of resources as well as where to find them, and how to plan for researching.

Quiz & Worksheet Goals

In these assessments you'll be asked to recall:

Information about academic journal articles

The first step to planning a research paper

What materials are provided by Google News

A good source for finding statistics

Which research materials are found in library databases

Skills Practiced

This quiz and worksheet allow students to test the following skills:

Reading comprehension - ensure that you draw the most important information about where to find sources from the related research materials lesson

Distinguishing differences - compare and contrast topics from the lesson, such as the difference between academic journals and other kinds of research sources

Information recall - access the knowledge you've gained regarding using Google News, library databases, and academic journals for research

Knowledge application - use your knowledge of writing a research paper to answer questions about how to plan for writing and researching effectively

Additional Learning

Want to learn more about locating research materials to use in an academic or professional paper? Then check out the corresponding lesson, Tips for Locating Research Materials. This lesson answers the following questions:

What should I do before starting the writing assignment?

Where can I look for credible resources?

What can the library offer in terms of research materials?

What is the difference between an academic journal and a magazine?

How reliable are books and e-books?

Where can I access the best local information?

# data[].attributes.attachment_link.title
Contoh Soalan Kajian (Othman Talib 2013)

# data[].attributes.body
Lesson Transcript

Literature review is a process of looking at what research has been done in a specific field of study. In this lesson, we will explore how to work through the process of performing and writing a literature review.

Purpose

Do you realize how much information is out there? Yes, you may have an original and brilliant idea that can be researched, but you have to know what is out there before you start something, because your original and brilliant idea may have already been done!

Literature review is the process and product of examining published material. The term is applied to both the act of reviewing published literature and the section of your own written work that discusses the research you did. Typically, this is the second section in a research article or book, after the introduction but before the methodology. This means that when a study is published, the literature review section will be included. The basic idea is you will review the literature in the field ('process') and then write a brief summary of the article and their findings ('product').

There are two reasons to perform a literature review. The first is found in the process of reading what is present in the field. You need to be familiar with the terminology of a field and what prior research and experiments relate to your own work. Maybe you can adapt your study to answer questions that others are having trouble with. The second reason is that writing down what is happening in the field gives readers a basic understanding of current research and points out the gap your research is going to fill.

Process

Literature reviews are simultaneously the easiest and most frustrating part of a research study to complete. The process is collecting professional information (easy) and then sifting through dozens or hundreds of articles to find a few dozen good ones (frustrating). We will get into some tricks on how to cut down on the useless articles a little later.

Most literature reviews are done using online services, such as PsycInfo or ScienceDirect. At the top are search bars allowing you to search topics as broad as 'Psychology' or as specific as 'Lysergic Acid Diethylamide Effects on Prenatal Rats.' Obviously, the more specific you get, the fewer articles you will find, but the percentage of useful articles will be higher.

You collect some relevant articles and kick out some of the useless ones. Now you have to write your literature review. You will read, not skim, your chosen articles and look for relevant information to your study in the articles' methods, results, and discussion. In your literature review, you'll include a very brief summary of the most relevant and interesting parts of the research you read about. Sometimes you will focus only on the results, sometimes it will be on the studies' participants, and sometimes it will just be what the researchers missed or didn't look at.

What It Looks Like

|
| Literature review excerpt

Above is an excerpt from my own dissertation. In a literature review, you can have headings (Human Minds) and subheadings (Learning). The researcher's name (Huk) and the year he published his work (1999) are displayed in APA-style citation. The specifics of how all that works is a little more advanced than we need to get into in this lesson, but I thought it'd be good for you to get some exposure to what a proper literature review looks like.

Tricks

In case you ever have to do a literature review, there are a couple of tricks that come with experience. These are a few things to keep in mind if you plan on earning an advanced degree in psychology (masters or higher) because you will likely write a dissertation or thesis in graduate school:

Look for alternate ways to say the same thing.

Don't be afraid to expand your search - a paper focused on learning may need information on topics relating vision as well.

Use multiple databases.

It's easy to burn out, so pace yourself with one to three articles a day. In one week, that's 7-21.

Lesson Summary

A literature review is a process and product of examining published material. It is typically the second section in a research article or project. It involves locating articles and information relevant to your topic and then summarizing what you've found.

Quiz & Worksheet - The Literature Review Process

/academy/lesson/the-literature-review-process.html

1. If you are studying a specialized topic, like 'Common symptoms of mentally ill children', but search for something broad, like 'Psychology of children', you are likely to find:

A.  A large amount of relevant articles.

B.  A large amount of non-relevant articles.

C.  A small amount of non-relevant articles.

D.  A small amount of relevant articles.

2. Why does a researcher conduct a literature review?

A.  They are required to by other researchers.

B.  They are paid to review it.

C.  To familiarize themselves with the field.

D.  To reproduce existing research.

3. The reason that a researcher summarizes what they find in their literature review, and publishes it along with their study, is to:

A.  Because they are required to.

B.  Introduce and familiarize their readers with the research subject matter.

C.  To refer to during the study to make sure the study is going correctly.

D.  Because they are paid to.

4. One trick to ensure you find many articles on a topic is:

A.  Explain that no past research is relevant to your study.

B.  Cite fake articles.

C.  Pay researchers to find it for you.

D.  Use alternate terms for the same topic.

5. A literature review is best defined as:

A.  Doing an internet search on a topic and looking through the results.

B.  The process of studying published research.

C.  The process of studying published research and the written review outlining what literature was reviewed.

D.  The written component of a research project that discusses the existing research the researcher reviewed.

About This Quiz & Worksheet

A literature review is an important part of research projects and papers. To pass the quiz on this topic, you'll need to be know the purpose of these reviews and how they're conducted.

Quiz & Worksheet Goals

This quiz and worksheet combo will assess your knowledge of:

The definition of a literature review

Techniques for finding articles for a review

The purpose of performing literature reviews

Skills Practiced

Reading comprehension - ensure that you draw the most important information from the related literature review lesson

Information recall - access the knowledge you've gained on the function of literature reviews

Knowledge application - use your knowledge to answer questions about performing literature reviews

Additional Learning

View the lesson called The Literature Review Process to strengthen your comprehension of this topic. It focuses on the following objectives:

Understand the purpose of a literature review

Describe the process of conducting a literature review

Learn tips and techniques for performing literature reviews

# data[].attributes.headline
Writing Research Questions: Purpose & Examples

# data[].attributes.subject
Writing Research Questions: Purpose & Examples

# data[].attributes.body
Lesson Transcript

What is a research question, and why is it important to get it right? This lesson will explore one way to write a research question, which guides a researcher in designing his or her experiment.

Research Questions

A research question is an answerable inquiry into a specific concern or issue. It is the initial step in a research project. The 'initial step' means after you have an idea of what you want to study, the research question is the first active step in the research project.

A metaphor for a research project is a house. Your data collection forms the walls, and your hypothesis that guides your data collection is the foundation. So, what is the research question? It is the ground beneath the foundation. It is what everything in a research project is built on. Without a question, you can't have a hypothesis. Without the hypothesis, you won't know how to study what you're interested in.

A research question forms the base of where you are going, so we have to write a good research question. If your foundation is built on something shifty, like a house built on sand, then everything following that will be about correcting that initial issue instead of on making an awesome home/research project.

Writing a Research Question

Writing a good research question means you have something you want to study. Let's say you're interested in the effects of television. We will examine the steps and then look at how you could write a research question.

Specify your specific concern or issue

Decide what you want to know about the specific concern or issue

Turn what you want to know and the specific concern into a question

Ensure that the question is answerable

Check to make sure the question is not too broad or too narrow

This is the basic process in writing a research question. Writing a good question will result in a better research project.

Example

You, as the researcher, are interested in studying the effects of television. Unfortunately, this kind of topic is so broad that we can't really do anything with it. This is one of the first mistakes made by new researchers: picking broad, ill-defined topics. What we want to do is make our topic more specific, such as what effects television has on violence. Television and violence is a more specific topic than just television (which would encompass television and exercise, television and hours watched, television and beliefs, and many, many more). Right now we have: 'What is up with television and violence?'

We are going to study television and violence, but what specifically about the two? The idea that people who watch violent television become more violent has been studied in excess, so let's put a twist on it. Let's inquire about the television viewing habits of violent people and nonviolent people to make it more interesting. So, our question turns into: 'Do all violent people watch more violent television, and do all nonviolent people watch more nonviolent television?'

Is it possible to answer this question? Not yet. Specifically, our question deals with all violent people and allnonviolent people. We can't possibly survey all of the violent and nonviolent people in the world. So, our next step is to polish off what we have so far, making sure that we can answer it. Our question is now: 'Do violent people watch violent television, and do nonviolent people watch nonviolent television?' We removed the 'all' and the 'more,' making it about a sample group of people instead of about all people and their television watching habits.

Is our question too broad or too narrow? Usually the first two steps make it specific enough, but it never hurts to triple check. 'Too broad' would mean that we have failed to make our topic specific enough. When we consider what we are going to study, we don't want to try and take on too much. A never-ending research project quickly becomes a source of immense frustration.

Our question has several components, including violent television, violent people, nonviolent people, and nonviolent television. It's too much! We should focus on one group or the other. I am partial to studying violent people since they would be easier to identify.

When we talk about 'too narrow,' that means we have limited ourselves too much in the topics or interactions we are interested in. An example would be looking at 'only violent people who have been convicted of 15 assaults or murders.'

So, our research question is:

'Do violent people watch violent television?'

This is a succinct, answerable inquiry that is not too specific.

Lesson Summary

A research question is the initial step in a research project and is an inquiry into a specific concern or issue. It forms the groundwork that the entire research project is based on later, and without a good question, the study will suffer from design errors that will be more difficult to correct. The steps to writing a good research question are:

Specify your specific concern or issue

Define what you want to know about the specific concern or issue

Turn what you want to know and the specific concern into a question

Ensure that the question is answerable

Check to make sure the question is not too broad or too narrow

Quiz & Worksheet - Writing Research Questions: Purpose & Examples

/academy/lesson/writing-research-questions-purpose-examples.html

1. Which of the following is NOT a reason why formulating a research question is one of the first steps in a research project?

A.  It helps lay the groundwork for the research.

B.  It helps refine what is being researched.

C.  It helps in choosing a topic for research.

D.  It helps the researcher formulate and identify important aspects of their research.

2. Your research question is 'Do violent people watch violent television, and do nonviolent people watch nonviolent television?' We decide to remove 'do nonviolent people watch nonviolent television?' from this question. Why?

A.  It makes the question too broad.

B.  It makes the question too specific.

C.  It makes the question not answerable.

D.  It makes the question too narrow.

3. A student is writing a research question. What should his/her first step be?

A.  Specifying what the question is about

B.  Ensuring their ideas are researchable

C.  Indicating where the research funding is coming from

D.  Formulating a hypothesis

4. Your research question is: 'What is the effect of television viewing on Americans?' What is the PROBABLE reason that this question would need some revision.

A.  The question is too narrowly focused.

B.  The question does not center on specific concerns or issues.

C.  The question is too broadly focused.

D.  The question does not lend itself to research easily.

5. A research question:

A.  Describes the research findings.

B.  Invites other researchers to join the research project.

C.  Focuses and guides the research project.

D.  Explains what the researcher is looking for.

About This Quiz & Worksheet

A good research question is the ground that the rest of your research project is built upon. Use this quiz and worksheet combo to test your knowledge of the steps required to write a solid research question for your project.

Quiz & Worksheet Goals

In this assessment, you will be tested on:

Purpose of carefully crafting a research question

The first step involved in creating a substantial research question

Qualities of a good research question

Pitfalls to avoid when writing a research question

Skills Practiced

Reading comprehension- ensure that you understand the most important information about writing effective research questions

Information recall- access the knowledge you've gained regarding the purpose of a research question

Distinguishing differences- recognize and compare the qualities of a good research question to weaknesses inherent in a bad question

Additional Learning

Review the lesson entitled Writing Research Questions: Purpose & Examples to learn more about how to create a research question that will provide a sturdy, solid grounding for the rest of your research project. The lesson addresses the following objectives:

Define research question

Analyze the process of creating a research question and examine an example

Differentiate between strong and weak research questions

Understand why a well-constructed research question is so important

# data[].attributes.headline
Assignments (Critical review of journal article) 

# data[].attributes.subject
Assignments (Critical review of journal article) 

# data[].attributes.body
Yes you can respond in the below comment section. Just remember to include your name and matrix card no.

# data[].attributes.headline
Annotated Bibliography: Definition & Examples

# data[].attributes.subject
Annotated Bibliography: Definition & Examples

# data[].attributes.body
Lesson Transcript

Learn what annotated bibliographies are and how they're used in the research process. In this lesson, we'll discuss what it means to annotate and what to include in annotated bibliographies for research essays and projects.

Annotated Bibliography

Chances are you've seen a bibliography before; it's the list of sources that appears at the end of research essays and books. Annotations are notes and marks you make in a text while you're actively reading. Highlighting, underlining, writing in the margins or taking notes are all ways of annotating. When you keyboard the notes with correct documentation and formatting styles and submit them for publication, you're creating a formal annotated bibliography.

Purpose

Annotated bibliographies show your reader or professor what you've used in your research. But annotated bibliographies are also helpful to you, the student, in two ways. First, if you're taking notes while reading, you'll have quotes and examples ready to support your arguments when you're writing your paper; you won't have to go back and dig them out. Second, annotating while reading is a way to form the rough draft of a fully formatted annotated bibliography.

Information to Include

When creating annotations, answer the question: What are the main points of the source? You'll want to explain the author's arguments and mention which topics are covered. Follow up with an evaluation or analysis. Was the article well researched, and does it support your thesis? Or, was it poorly reasoned and not useful to you? Either way, include this information. Even if you don't use a source to support your own thesis and research, it should still be included in the annotated bibliography. Additionally, annotations should be written in your own words.

An annotated bibliography submitted for publication or to a professor should be formatted in American Psychological Association (APA) or Modern Language Association (MLA) style, unless the publication or professor specifies otherwise. You'll have to include the author, date of publication, title, publisher and place of publication. Annotations are usually only a paragraph long, though for longer works they may be several paragraphs.

Examples

Here's an example of an annotated bibliography entry in APA style (the title used for this example is not an actual book):

Namey, N. (Year of publication) Book About Facebook. Location of publication: Publisher.

This book documents the popularity of Facebook, citing its 400 million active users who spend almost an hour on it every day. It also covers the company history and Mark Zuckerberg's personality to some degree. There were very few helpful specifics about negative societal impacts of the company, however this source provided corporate history and basic information about the company.

Here's the same entry in MLA style:

Namey, Name. Book About Facebook. City of publication: Publisher, year of publication. Medium of publication (print or Web).

You can use the same annotation for this source.

Annotated bibliographies usually list several publications, which should appear in alphabetical order by the author's last name. Note that some sources, such as websites and periodicals, may require different formatting.

Lesson Summary

Annotated bibliographies show readers what sources you've used in your research and support your arguments and thesis. Annotations are usually one paragraph in length and written in your own words. Annotated bibliographies include the author, date of publication, title, publisher, and place of publication for the listed sources. Even when you don't use a source, you should include it in the annotated bibliography.

Annotated bibliographies can follow the APA style and look like this:

Namey, N. (Year of publication) Book About Facebook. Location of publication: Publisher.

Or, it can follow the MLA style:

Namey, Name. Book About Facebook. City of publication: Publisher, year of publication. Medium of publication (print or Web).

Quiz & Worksheet - Annotated Bibliography: Definition & Examples

/academy/lesson/annotated-bibliography-definition-examples-quiz.html

1. Do annotations formatted in MLA and APA style differ? How?

A.  Yes, MLA style includes a personal interpretation of the article or book cited while APA style does not.

B.  No, the annotations shall have the same format and include the same information for each of these styles.

C.  No, neither APA or MLA styles include any interpretation of articles and books cited for reference when writing a paper.

D.  Yes, APA style includes personal interpretation of the article or book cited while MLA style does not.

2. What is an annotated bibliography?

A.  Examples taken from a text that support one's arguments when writing a paper.

B.  A list of all sources used in a research essay with summaries and evaluations.

C.  Notes and marks one makes in a text while actively reading for research.

D.  A paraphrase of a text written in one's own words.

3. Are the annotations in the bibliography objective or subjective?

A.  They are subjective, including whether or not one agrees or disagrees with the author.

B.  They are subjective, including whether or not the article is well researched and support the paper's thesis.

C.  They should remain objective, an alphabetical list of sources researched for a paper.

D.  They are objective, a short summary of the information in each source used for the paper.

4. Why is annotating while reading helpful to students?

A.  Annotating helps to formulate a thesis statement.

B.  It is the first step in putting together an annotated bibliography.

C.  It is a good way of summarizing lecture material.

D.  Annotating helps to formulate questions for areas of confusion.

5. Which of the following is the correct format for an annotated bibliography book entry in APA style?

A.  Namey, Name. Book About Facebook. Location of publication: Publisher.

B.  Namey, Name. Book About Facebook. City of publication: Publisher, year of publication. Medium of publication (print or Web).

C.  Namey, N. (Year of publication) Book About Facebook. Location of publication: Publisher.

D.  Namey, N. Location of publication: Publisher. (Year of publication) Book About Facebook.

ANSWER : B B B B C

About This Quiz & Worksheet

This quiz/worksheet combo is a great tool for assessing your understanding of the purpose and formats of annotated bibliographies. You should know the type of information that must be included in these bibliographies in order to pass the quiz.

Quiz and Worksheet Goals

In these assessments, you'll be tested on:

What an annotated bibliography is

The length of an annotated bibliography

The definition of 'annotate'

Key aspects of an annotated bibliography

Skills Practiced

This worksheet and quiz will allow you to test the following skills:

Reading comprehension - ensure that you draw the most important information regarding why an annotated bibliography is used

Information recall - access the knowledge you've gained regarding the type of information that must be included in an annotated bibliography

Knowledge application - use your knowledge to answer questions about annotated bibliography formats

Additional Learning

To learn more about this topic, review the accompanying lesson called Annotated Bibliography: Definition, Examples & Quiz. This lesson covers the following objectives:

Describe what a bibliography is

Define annotation

Explain why annotated bibliographies are used

Detail information to be included in an annotated bibliography

Indicate the acceptable formats for annotated bibliographies

Provide examples of the two formats of annotated bibliographies

# data[].attributes.headline
Research Variables: Dependent, Independent, Control, Extraneous & Moderator

# data[].attributes.subject
Research Variables: Dependent, Independent, Control, Extraneous & Moderator

# data[].attributes.body
Lesson Transcript

This lesson explores the terminology of experimental design. What are variables? How do they influence each other? Is it possible that you are seeing connections that don't actually exist?

Research

As a researcher, you're going to perform an experiment. I'm kind of hungry right now, so let's say your experiment will examine four people's ability to throw a ball when they haven't eaten for a specific period of time - 6, 12, 18 and 24 hours.

We can say that in your experiment, you are going to do something and then see what happens to other things. But, that sentence isn't very scientific. So, we're going to learn some new words to replace the unscientific ones, so we can provide a scientific explanation for what you're going to do in your experiment.

The starting point here is to identify what a variable is. A variable is defined as anything that has a quantity or quality that varies. Your experiment's variables are not eating and throwing a ball.

Now, let's science up that earlier statement. 'You are going to manipulate a variable to see what happens to another variable.' It still isn't quite right because we're using the blandest term for variable, and we didn't differentiate between the variables. Let's take a look at some other terms that will help us make this statement more scientific and specific.

Dependent and Independent Variables

A moment ago, we discussed the two variables in our experiment - hunger and throwing a ball. But, they are both better defined by the terms 'dependent' or 'independent' variable.

The dependent variable is the variable a researcher is interested in. The changes to the dependent variable are what the researcher is trying to measure with all their fancy techniques. In our example, your dependent variable is the person's ability to throw a ball. We're trying to measure the change in ball throwing as influenced by hunger.

An independent variable is a variable believed to affect the dependent variable. This is the variable that you, the researcher, will manipulate to see if it makes the dependent variable change. In our example of hungry people throwing a ball, our independent variable is how long it's been since they've eaten.

To reiterate, the independent variable is the thing over which the researcher has control and is manipulating. In this experiment, the researcher is controlling the food intake of the participant. The dependent variable is believed to be dependent on the independent variable.

Your experiment's dependent variable is the ball throwing, which will hopefully change due to the independent variable. So now, our scientific sentence is, 'You are going to manipulate an independent variable to see what happens to the dependent variable.'

Unwanted Influence

Sometimes, when you're studying a dependent variable, your results don't make any sense. For instance, what if people in one group are doing amazingly well while the other groups are doing about the same. This could be caused by a confounding variable, defined as an interference caused by another variable. In our unusually competent group example, the confounding variable could be that this group is made up of players from the baseball team.

In our original example of hungry people throwing the ball, there are several confounding variables we need to make sure we account for. Some examples would be:

Metabolism and weight of the individuals (for example, a 90 lb woman not eating for 24 hours compared to a 350 lb man not eating for 6 hours)

Ball size (people with smaller hands may have a difficult time handling a large ball)

Age (a 90-year-old person will perform differently than a 19-year-old person)

Confounding variables are a specific type of extraneous variable. Extraneous variables are defined as any variable other than the independent and dependent variable. So, a confounding variable is a variable that could strongly influence your study, while extraneous variables are weaker and typically influence your experiment in a lesser way. Some examples from our ball throwing study include:

Time of year

Location of the experiment

The person providing instructions

Our scientific sentence is now, 'You're going to manipulate the independent variable to see what happens to the dependent variable, controlling for confounding or extraneous variables.'

Reducing or Increasing Changes

In an experiment, if you have multiple trials, you want to reduce the number of changes between each trial. If you tell the ball throwers on the first day to toss a ping-pong ball into a little red cup, and on the second day you tell ball throwers to hurl a bowling ball into a barrel, your results are going to be different.

Each experiment has control variables, which are variables that are kept the same in each trial. These would be things like:

Ball size and weight

Number of people in each trial

Where participants are throwing the ball

Instructions of what to do

Moderator variables are variables that can increase or decrease the relationship between the independent and dependent variables. These are often identified when repeating an experiment or coming at it from a different angle. In our ball throwing example, if you secretly placed a research assistant - someone who works for you - among the participants and made them complain loudly about how bad they're failing, this would likely make everyone else's ball throwing worse. These are not necessarily bad things, but they will change your final result.

Lesson Summary

So now, the scientific version of our first sentence will read like this, 'A researcher manipulates the independent variable with the goal of measuring changes in the dependent variable, while accounting for and controlling confounding, extraneous and moderator variables by using control variables.'

A variable is defined as anything that has a quantity or quality that varies. The dependent variable is the variable a researcher is interested in. An independent variable is a variable believed to affect the dependent variable.

Confounding variables are defined as interference caused by another variable. Extraneous variables are defined as any variable other than the independent and dependent variable. Control variables are variables that are kept the same in each trial. Lastly, the moderator variables are variables that increase or decrease the relationship between the independent and dependent variable.

Quiz & Worksheet - Research Variables: Dependent, Independent, Control, Extraneous & Moderator

/academy/lesson/research-variables-dependent-independent-control-extraneous-moderator.html

1. A researcher wants to figure out if uncomfortable seats in a classroom will increase the research participant's attention to the lesson and decrease their fidgeting. Why are attention level and fidgeting the dependent variable?

A.  Because it is the variable the researcher is primarily interested in.

B.  Because it is the variable that the researcher changes to see how the other variables will respond.

C.  It isn't; the dependent variable is the uncomfortableness of the seats.

D.  Because it is the variable that the researcher is manipulating.

2. A group of researchers are studying how plants grow in very harsh climates. During one of their experiments, they accidentally left the window open for 2 hours, causing that group to have the best results. In this scenario, what variable is sunlight?

A.  The dependent variable

B.  The independent variable

C.  The confounding variable

D.  The control variable

3. Which of the following best describes control variables?

A.  They increase the participants' control over the experiment.

B.  They provide the researcher with control over the independent variable.

C.  They increase the variability of the experiment.

D.  They are kept the same over multiple trials.

4. If I release spiders into a room and measure how long it takes people to get out of the room, what is the independent variable?

A.  The people

B.  The spiders

C.  The amount of time it takes the people to leave the room

D.  The room

5. If you placed a large, plastic spider on someone's chair before they sat down and screamed 'SPIDER!', why is your screaming the moderating variable?

A.  Because it is the primary focus of your study.

B.  Because based on the loudness of the scream, the relationship between the independent and dependent variable changes.

C.  Because it is the variable you are trying to manipulate in order to understand the dependent variable.

D.  Because regardless of how many times you conduct the experiment, you will always yell SPIDER! the same way.

About This Quiz & Worksheet

Test your ability to understand how different variables in research can impact a study's outcome. Quiz questions assess your knowledge of control variables and examples of variables.

Quiz & Worksheet Goals

In these assessments you'll be presented with a situation and asked to identify the following variables:

Independent

Dependent

Control

Moderating

Skills Practiced

Reading comprehension - ensure that you draw the most important information from the related psychology lesson

Information recall - access the knowledge you've gained regarding control variables

Problem solving - use acquired knowledge to solve research variables practice problems

Additional Learning

To review these concepts further, read through the brief lesson Research Variables: Dependent, Independent, Control, Extraneous & Moderator. This lesson will help you:

Identify what a variable is and its importance in a study

Understand the difference between a dependent and an independent variable

Recall how confounding variables and extraneous variables can impact the outcome of the study in ways the researcher did not plan

Learn how control variables and moderator variables help reduce unwanted variables and how it gives the researchers more control

# data[].attributes.body
Lesson Transcript

This lesson explores the process, pitfalls, and requirements for selecting a good problem to research. There is a bit more to it than just having a good idea.

Research Problems

I was going to start this lesson off with a joke about 99 problems, but I don't think we have a strong enough legal team to get away with it.

Every psychological research study, from the most basic ones we do every day in our head to the ones lasting decades and involving thousands of people, revolve around a problem. That problem can be as simple as, 'Why do I have a headache?' or as complex as, 'How does socio-economic status, lifestyle, and location affect a developing person's intelligence?'

We are filled with questions all day, some we are aware of and some are half baked; however, the problem is that we need to select a problem to seriously research. In this lesson, we will develop a simple process of how to decide what problem to research. As a bonus, I'll include a personal trick on coming up with an idea if you ever get stuck for ideas on a dissertation or thesis.

Finding Problems

First off, it is very normal to feel like you have no idea what to study. Many people starting out in research often believe that everything has already been researched and that there is nothing left to study. It's simply not true. What these people suffer from is explained by a visual example of walking down a path. You can only see as far down the path as you have walked. So, if you have only taken five steps down the path, all you can see is five steps ahead.

This is because new researchers are not yet familiar with the research that is out there. Experienced researchers spend their lives reading other people's research. They become familiar with what is known in the field as well as where the gaps are. New researchers don't have the experience, and the massive wall of research articles to read seems like there is no room left for growth.

So, how does a researcher find a problem to study? Most have an idea of what they're interested in. For instance, my own research examined the effects of crime and police dramas on people's perception of how real courts work. I was interested in how television affects people's view of the world. If you don't know what you want to study, here's a trick I suggest:

Take subjects, ideas, and topics you're interested in and write them down.

Combine items on your list until you find something that seems intriguing. Usually this takes the form of a question.

Look to see what has been researched on that topic.

The process would look like this:

I am interested in: religion, politics, food, cat ownership, and education.

Are religious people more educated? Do people with cats eat more food? Will religious and highly educated people purchase less food?

I'll pick one or two I'm interested in and then do background research on it.

Selecting

The previous information is helpful on finding a problem, but what about selecting a problem to research? Here are some basic rules in the order of what I think is most important to least:

Is the topic able to be studied?

Am I interested in the topic?

How much time and effort does this topic need?

When you come up with a problem, you might get really excited about it, only to go to the planning phase and realize that this topic is unethical or impossible to research. When considering what problems to research, you have to make sure you can research it. The specifics of this are explained in more thorough detail in other videos on ethics and research design.

To put it as bluntly as possible: if you aren't interested in your topic, then it will turn into a massive, soul-grinding task. Familiarizing yourself with the literature involves reading dozens of articles on the topic. The actual experiment could take weeks or months and countless hours of intensive focus. Experiments are not easy, and if you don't want to do it, then you will be miserable.

Lastly and unfortunately, you need to consider time and monetary requirements. It would be really interesting to test education and religiosity every five years; however, keeping up with the same group of people, re-conducting the psychological assessments, and storing the data are not realistic. Sometimes you have to admit that an interesting idea is just not doable.

Lesson Summary

Selecting a problem to research is half finding a good topic and half figuring out if it's a good idea. It is much easier to think of many ideas and pick from them than to abandon a half-complete project because you can't finish it. Next, when you're trying to select which problem to study, you should keep in mind the questions of how researchable the topic is and if it is possible to do the research in a cost- and time-effective manner.

Quiz & Worksheet - Selecting a Problem to Research

/academy/lesson/selecting-a-problem-to-research.html

1. _____ and _____ should be taken into account when considering a new research problem.

A.  Attention; Participants

B.  Time; Attention

C.  Time; Cost

D.  Cost; Participants

2. Which of the following is the most important thing for a researcher to consider when deciding on a research topic?

A.  If they have adequate resources to research the topic.

B.  How many research journals will want to publish an article on the topic.

C.  How they feel about the topic.

D.  If the topic is researchable.

3. An effective way to discover new topics to research is to:

A.  Copy what other researchers have done.

B.  Think about what other people might like.

C.  Focus on what is possible.

D.  Read research articles.

4. Joe is interested in sports and music. How can he use his interests when deciding on a problem to research?

A.  Joe should complete a literature review on each of his interests separately.

B.  Joe should combine his interests to find a topic he is interested in researching.

C.  Joe should abandon his research project because his interests are not compatible.

D.  Joe should not consider his personal interests and research academic topics only.

5. A student is feeling overwhelmed trying to decide on a problem to research. How should she proceed?

A.  Copy the work of others.

B.  Write down topics she is interested in.

C.  Write down topics she is interested in.

D.  Focus on completing the literature review before deciding on a research problem.

About This Quiz & Worksheet

This quiz and corresponding worksheet will help you gauge your understanding of how to select a problem to research. Topics you'll need to know to pass the quiz include understanding how to overcome the initial fright involved in selecting a problem, as well as what combining interested topics involves.

Quiz & Worksheet Goals

Use this printable worksheet and quiz to review:

How to overcome initial hesitation

A technique that allows researchers to focus on interests and help create new ideas

One of the highest priorities in choosing a topic

Considerations of a new research problem

Ways to increase research topic ideas

Skills Practiced

This worksheet and quiz will let you practice the following skills:

Interpreting information - verify that you can read information about choosing a research area and interpret it correctly

Reading comprehension - ensure that you draw the most important information from the related lesson about selecting a research problem

Knowledge application - use your knowledge to answer questions about best methods for selecting a topic to research in psychology

Additional Learning

To learn more about the best ways to choose an area to study in psychology, review the corresponding lesson called Selecting a Problem to Research. This lesson will help you:

Know what every psychological research study revolves around

Understand the methods involved in finding problems to study

Describe the process of best selecting a problem for study

Appreciate the importance of time and money resources to research possibilities