Bowen, Straightforward StatisticsInstructor Resource
Chapter 1 Test Bank
Multiple Choice
1. A population is defined as ______.
a. everyone on Earth
b. a random selection of individuals that researchers use for measuring or studying
c. every member of a sub-group
d. everyone or everything that researchers are interested in measuring or studying
Ans: D
Learning Objective: 1-1
Cognitive Domain: Knowledge
Answer Location:What is Statistics
Question Type: MC
2. Which symbol is used to refer to the size of a population?
a. n
b. N
c. ∑
d. σ
Ans: B
Learning Objective: 1-1
Cognitive Domain: Knowledge
Answer Location: Population versus Sample
Question Type: MC
3. Which symbol is used to refer to the size of a sample?
a. ∑
b. µ
c. s
d. n
Ans: D
Learning Objective: 1-1
Cognitive Domain: Knowledge
Answer Location: Population versus Sample
Question Type: MC
4. The numerical attributes of a population are referred to as ______.
a. estimates
b. sample statistics
c. parameters
d. statistics
Ans: C
Learning Objective: 1-1
Cognitive Domain: Population versus Sample
Answer Location: A-1
Question Type: MC
5. Descriptive statistics help us _____.
a. make inferences about a population
b. describe the sample data
c. sample a population
d. understand differences between respondents and non-respondents.
Ans: B
Learning Objective: 1-2
Cognitive Domain: Knowledge
Answer Location: Descriptive Statistics and Inferential Statistics
Question Type: MC
6. Inferential statistics are ______.
a. the collection of numerical data
b. descriptions of sample data
c. statistical procedures that allow us to generalize the results to the population
d. methods of organizing numerical data
Ans: C
Learning Objective: 1-2
Cognitive Domain: Knowledge
Answer Location:Descriptive Statistics and Inferential Statistics
Question Type: MC
7. If a researcher wishes to know the distribution of ages in a given sample he/she would be using ______
a. descriptive statistics
b. inferential statistics
c. summarization
d. algebra
Ans: A
Learning Objective: 1-2
Cognitive Domain: Comprehension
Answer Location:Descriptive Statistics and Inferential Statistics
Question Type: MC
8. As a rule, ______are more complicated than descriptive statistics.
a. means
b. standard deviations
c. inferential statistics
d. variances
Ans: C
Learning Objective: 1-2
Cognitive Domain: Knowledge
Answer Location:Descriptive Statistics and Inferential Statistics
Question Type: MC
9. Psychology 101 students are often required to participate in research studies in order to receive part of their grade. This type of sample would be considered a ______sample
a. random
b. convenience
c. simple random
d. probability
Ans: B
Learning Objective: 1-1
Cognitive Domain: Comprehension
Answer Location: Sampling a Population
Question Type: MC
10. A simple random sample has a ______requirement than a random sample.
a. more convenient
b. smaller
c. simpler
d. stronger
Ans: D
Learning Objective: 1-1
Cognitive Domain: Knowledge
Answer Location: Simple Random Sampling
Question Type: MC
11. To begin creating a simple random sample, many sets of ______from the same populationare first required.
a. random samples of the same size
b. convenience samples
c. random samples of any size
d. cluster samples
Ans: A
Learning Objective: 1-1
Cognitive Domain: knowledge
Answer Location: Simple Random Sampling
Question Type: MC
12. Simple random sampling is a form of ______sampling.
a. convenience
b. random
c. population
d. statistical
Ans: B
Learning Objective: 1-1
Cognitive Domain: Knowledge
Answer Location:Simple Random Sampling
Question Type: MC
13. A systematic sample is obtained from a population using a _____ starting point and a fixed interval.
a. convenient
b. pre-determined
c. fixed
d. random
Ans: D
Learning Objective: 1-2
Cognitive Domain: Knowledge
Answer Location: Systematic Sampling
Question Type: MC
14. To determine the interval to use in systematic sampling what must the researcher first decide?
a. The starting point for the interval.
b. The number of subgroups to sample.
c. The percentage of the population to sample.
d. The size of the population.
Ans: C
Learning Objective: 1-1
Cognitive Domain: Comprehension
Answer Location: Systematic Sampling
Question Type: MC
15. For a systematic sample to be random the starting point must be ______.
a. pre-determined
b. random
c. the first selectable individual
d. a member of the population
Ans: B
Learning Objective: 1-1
Cognitive Domain: Knowledge
Answer Location:Systematic Sampling
Question Type: MC
16. Stratification is the process of grouping members of the population into ______subgroups before sampling.
a. relatively homogenous
b. convenient
c. relatively heterogeneous
d. random
Ans: A
Learning Objective: 1-1
Cognitive Domain: Knowledge
Answer Location:Stratified Sampling
Question Type: MC
17. The strata of stratified sampling should be collectively exhaustive, meaning that ______.
a. no member of the population is excluded
b. each member of the population belongs to only one stratum
c. the entire population should be sampled
d. selected members of the population are randomly assigned to only one stratum
Ans: A
Learning Objective: 1-1
Cognitive Domain: Knowledge
Answer Location:Systematic Sampling
Question Type: MC
18. Stratified sampling ______.
a. determines how each stratum should be sampled
b. determinesthe proportion of each stratum in the sample randomly
c. randomly assigns individuals in the sample to a stratum
d. allows researchers to create a sample that is proportionally representative of the population in regard to key characteristics
Ans: D
Learning Objective: 1-1
Cognitive Domain: Comprehension
Answer Location:Systematic Sampling
Question Type: MC
19. Cluster sampling works best when ______occurs in a population.
a. homogeneity
b. randomness
c. natural grouping
d. natural bias
Ans: C
Learning Objective: 1-1
Cognitive Domain: Knowledge
Answer Location: Cluster Sampling
Question Type: MC
20. Biased outcome can be producedby a cluster sample when ______.
a. the natural groupings are random
b. clusters within the population are predetermined by the researcher
c. clusters are formed by individuals with homogenous characteristics
d. random clusters are selected with heterogeneous characteristics
Ans: C
Learning Objective: 1-1
Cognitive Domain: Analysis
Answer Location:Cluster Sampling
Question Type: MC
21. A researcher determines that to best sample a population of adults in a metropolitan area she/he gains a list of all residents in the area, assigns them a unique number and then uses a random number generator to select a sample of participants. She/he then repeats this step to create many samples with the same size and each sample has equal probability of being selected. This is an example of ______.
a. stratified sampling
b. simple random sampling
c. cluster sampling
d. systematic sampling
Ans: B
Learning Objective: 1-1
Cognitive Domain: Knowledge
Answer Location: Simple Random Sampling
Question Type: MC
22. A researcher wishes to have a sample with the same distribution as the population on a key variable. The best sampling method to use would be ______.
a. a convenience sample
b. stratified sampling
c. systematic sampling
d. cluster sampling
Ans: B
Learning Objective: 1-1
Cognitive Domain: Comprehension
Answer Location: Stratified Sampling
Question Type: MC
23. What is known for ruining the nature of probability sampling?
a. Simple random sampling
b. Systematic sampling
c. Non-response rate
d. Stratified sampling
Ans: C
Learning Objective: 1-1
Cognitive Domain: Knowledge
Answer Location: Sampling a Population
Question Type: MC
24. As you exit a store with your friends, a researcher asks if you would like to partake in a survey. This would be an example of ______.
a. convenience sampling
b. probability sampling
c. random selection
d. stratified sampling
Ans: A
Learning Objective: 1-1
Cognitive Domain: Comprehension
Answer Location: Sampling a Population
Question Type: MC
25. A variable is _____.
a. an individual score
b. an individual selected to be included in a sample
c. a value that stays constant
d. a measureable attribute that varies across individuals or changes over time
Ans: D
Learning Objective: 1-3
Cognitive Domain: Knowledge
Answer Location: Scales of Measurement
Question Type: MC
26. Scales of measurement specifically describe how ______
a. individuals respond to a measure
b. variables are measured and defined
c. researchers classify a study
d. probability samples are obtained
Ans: B
Learning Objective: 1-3
Cognitive Domain: Knowledge
Answer Location: Scales of Measurement
Question Type: MC
27. Nominal scales are used as/to ______.
a. strictly identifiers
b. show the order of a variable
c. determine distance from two measurements
d. calculate the average of the measurements
Ans: A
Learning Objective: 1-3
Cognitive Domain: Knowledge
Answer Location: Nominal Scale
Question Type: MC
28. Phone numbers are an example of ______.
a. ordinal scales
b. nominal scales
c. ratio scales
d. interval scales
Ans: B
Learning Objective: 1-4
Cognitive Domain: Comprehension
Answer Location: Nominal Scale
Question Type: MC
29. You have placed second in a competition. There are also first and third place winners in this competition. You know that this is an ordinal scale because ______.
a. there is a last place and you know the absolute distance between your and their scores
b. you have scored twice as many points as the third place winner
c. individual scores used to determine placement are posted
d. you might not know the differences betweenyour and the other winners’ scores, only the order in which you are placed
Ans: D
Learning Objective: 1-4
Cognitive Domain: Comprehension
Answer Location: Ordinal Scale
Question Type: MC
30. One day you receive a phone call and are asked to rate your satisfaction, with a product you recently purchased, on a scale from zero to ten, with ten being the most satisfied. This is an example of a ______scale.
a. ratio
b. ordinal
c. interval
d. nominal
Ans: B
Learning Objective: 1-4
Cognitive Domain: Comprehension
Answer Location: Ordinal Scale
Question Type: MC
31. Interval scales contain the same amount of information as ordinal and nominal with the addition of ______.
a. direction
b. equal units
c. identification
d. distance from absolute zero
Ans: B
Learning Objective: 1-3
Cognitive Domain: Knowledge
Answer Location: Interval Scale
Question Type: MC
32. Age is an example of a/an ______scale.
a. ratio
b. ordinal
c. interval
d. nominal
Ans: C
Learning Objective: 1-4
Cognitive Domain:Application
Answer Location: Interval Scale
Question Type: MC
33. Ratio scales have all of the attributes of nominal, ordinal, and interval scales with the addition of ______.
a. identifiers
b. direction
c. absolute zero
d. equal units
Ans: C
Learning Objective:1-5
Cognitive Domain: Knowledge
Answer Location: Ratio Scale
Question Type: MC
34. Zero in aratioscale is ______.
a. absolute absence of the measured attribute
b. an arbitrary assigned measurement
c. a randomly assigned measurement
d. only used as an identifier
Ans: A
Learning Objective: 1-5
Cognitive Domain: Knowledge
Answer Location: ratio scale
Question Type: MC
35. ______is the highest or most sophisticated level of measurement.
a. Interval
b. Ratio
c. Nominal
d. Ordinal
Ans: B
Learning Objective: 1-5
Cognitive Domain: knowledge
Answer Location: Ratio scale
Question Type: MC
36. On a test you are asked to calculate the mean of a group of numbers. This means that you must be dealing with either a/an _____ or ______scale.
a. nominal, ordinal
b. nominal, ratio
c. interval, ratio
d. ordinal, ratio
Ans: C
Learning Objective: 1-5
Cognitive Domain: Comprehension
Answer Location: Interval Scale
Question Type: MC
37. The unique mathematical property of a nominal scale is ______
a. A = B or, A ≠ B
b. if A > B and B > C, then A > C
c. if A < B < C, then (C–A) = (B–A) + (C–B)
d. A = 2B and B = 2C, then A = 4C
Ans: A
Learning Objective: 1-5
Cognitive Domain: Knowledge
Answer Location:Nominal Scale
Question Type: MC
38.The unique mathematical property of a ratio scale is ______
a. A = B or, A ≠ B
b. if A > B and B > C, then A > C
c. if A < B < C, then (C–A) = (B–A) + (C–B)
d. A = 2B and B = 2C, then A = 4C
Ans: D
Learning Objective: 1-5
Cognitive Domain: Knowledge
Answer Location:Ratio Scale
Question Type: MC
39. The unique mathematical property of an interval scale is ______
a. A = B or, A ≠ B
b. if A > B and B > C, then A > C
c. if A < B < C, then (C–A) = (B–A) + (C–B)
d. A = 2B and B = 2C, then A = 4C
Ans: C
Learning Objective: 1-5
Cognitive Domain: Knowledge
Answer Location:Interval Scale
Question Type: MC
40. The unique mathematical property of an ordinal scale is ______
a. A = B or, A ≠ B
b. if A > B and B > C, then A > C
c. if A < B < C, then (C–A) = (B–A) + (C–B)
d. A = 2B and B = 2C, then A = 4C
Ans: B
Learning Objective: 1-5
Cognitive Domain: Knowledge
Answer Location: Ordinal Scale
Question Type: MC
41. ______and ______variables are classified as discrete variables.
a. Ordinal, Ratio
b. Nominal, ordinal
c. Nominal, ratio
d. Nominal, interval
Ans: B
Learning Objective: 1-5
Cognitive Domain: Knowledge
Answer Location: Discrete versus Continuous Variables
Question Type: MC
42. Discrete variables are considered discrete because they ______.
a. are not distinguishable from one to the next
b. are randomly separated
c. have clear separation between one value and the next
d. flow continuously between one value and the next
Ans: C
Learning Objective: 1-5
Cognitive Domain: Knowledge
Answer Location: Discrete versus Continuous Variables
Question Type: MC
43. Continuous variables are usually expressed with ______.
a. algebraic expressions
b. decimals or fractions
c. single integers
d. nominal variables
Ans: B
Learning Objective: 1-5
Cognitive Domain: Knowledge
Answer Location:Discrete versus Continuous Variables
Question Type: MC
44. Experimental Research is usually conducted in a ______.
a. university setting
b. tightly controlled environment
c. government facility
d. convenient location
Ans: B
Learning Objective: 1-6
Cognitive Domain: Knowledge
Answer Location: Independent versus Dependent Variables
Question Type: MC
45. The variable that researchers deliberately manipulate in order to test its impact on another variable that they are really interested in are called ______.
a. independent variables
b. dependent variables
c. experimental variables
d. research variables
Ans: A
Learning Objective: 1-6
Cognitive Domain: Knowledge
Answer Location: Independent versus Dependent Variables
Question Type: MC
46. Independent variables are also known as ______variables.
a. prophet
b. predictor
c. criterion
d. response
Ans: B
Learning Objective: 1-6
Cognitive Domain: Knowledge
Answer Location: Independent versus Dependent Variables
Question Type: MC
47. ______variables are what researchers are really interested in studying.
a. Continuous
b. Independent
c. Explanatory
d. Dependent
Ans: D
Learning Objective: 1-6
Cognitive Domain: Knowledge
Answer Location: Independent versus Dependent Variables
Question Type: MC
48. Quasi-experimental research is ______.
a. research involving the study of astronomical phenomena
b. research that has some but not all of the features of experimental research
c. research into the nature of hunchbacks
d. research involving the study of nausea
Ans: B
Learning Objective: 1-6
Cognitive Domain: Knowledge
Answer Location: Independent versus Dependent Variables
Question Type: MC
49. Variables that researchers are really interested in studying are known as ______.
a. discrete variables
b. criterion variables
c. independent variables
d. extraneous variables
Ans: B
Learning Objective: 1-6
Cognitive Domain: Knowledge
Answer Location: Independent versus Dependent Variables
Question Type: MC
50. Quasi-experimental research is appropriate when ______.
a. not all of the important features of experimental research are feasible
b. the researcher needs to use a convenience sample
c. the nature of the independent variable is not understood
d. tight control of the environment is an absolute requirement
Ans: A
Learning Objective: 1-6
Cognitive Domain: Comprehension
Answer Location: Independent versus Dependent Variables
Question Type: MC
51. An organizational study into the job satisfaction of its employees would be considered ______.
a. experimental research
b. non-experimental research
c. quasi-experimental research
d. behavioral research
Ans: B
Learning Objective: 1-6
Cognitive Domain: Knowledge
Answer Location: Independent versus Dependent Variables
Question Type: MC
52. Surveys and public opinions polling belong in the category of ______.
a. convenience sample research
b. quasi-experimental research
c. opinion research
d. non-experimental research
Ans: D
Learning Objective: 1-6
Cognitive Domain:Application
Answer Location: Independent versus Dependent Variables
Question Type: MC
53. Variables that are not included in the study but might have an impact on the relationship between variables included in the study are ______.
a. distractor variables
b. essential variables
c. extraneous variables
d. discrete variables
Ans: C
Learning Objective: 1-6
Cognitive Domain: Knowledge
Answer Location: Independent versus Dependent Variables
Question Type: MC
54. Non-experimental research is appropriate when ______.
a. tight controls need to be established
b. behavior in a natural habitat needs to be observed
c. a random sample is unobtainable
d. cluster sampling is the most appropriate way of obtaining a random sample
Ans: B
Learning Objective: 1-6
Cognitive Domain: Knowledge
Answer Location: Independent versus Dependent Variables
Question Type: MC
55. ______is key to arriving at the correct answer to a mathematical equation.
a. Algebraic substitution
b. The order of operations
c. Elementary mathematical skills
d. Performing lower priority operations first
Ans: B
Learning Objective: 1-7
Cognitive Domain: Knowledge
Answer Location: Required Mathematical Skills for this Course
Question Type: MC
56. The “E” in P-E-MD-AS stands for ______.
a. exponentiation
b. equation
c. equivalence
d. excuse
Ans: A
Learning Objective: 1-7
Cognitive Domain: Knowledge
Answer Location: Required Mathematical Skills for this Course
Question Type: MC
57. The basic principal in order of operations is to perform ______.
a. lower priority operations before higher priority operations
b. them as they appear in the equation
c. operations in the most simplistic manner
d. higher priority operations before lower priority operations
Ans: D
Learning Objective: 1-7
Cognitive Domain: Knowledge
Answer Location: Required Mathematical Skills for this Course
Question Type: MC
58. ______is a way to decrease the number of variables in the equation by replacing one with the other.
a. Exponentiation
b. Substitution
c. Exchange
d. Elimination
Ans: B
Learning Objective: 1-7
Cognitive Domain: knowledge
Answer Location: Required Mathematical Skills for this Course
Question Type: MC
59. The summarization operation is represented by the _____ symbol.
a. s
b. µ
c. ∑
d. σ
Ans: C
Learning Objective: 1-7
Cognitive Domain: Knowledge
Answer Location: Statistical Notation
Question Type: MC
60. X = 5, 3, 4, 17, 8. Solve for ∑X.
a. 34
b. 1772
c. 37
d. 40
Ans: C
Learning Objective: 1-7
Cognitive Domain: Application
Answer Location: Statistical Notation
Question Type: MC
61. X = 5, 3, 4, 17, 8. Solve for ∑X2.
a. 34
b. 1772
c. 37
d. 403
Ans: D
Learning Objective: 1-7
Cognitive Domain: Application
Answer Location: Statistical Notation
Question Type: MC
62. X = 5, 3, 2, 4. Solve for (∑X)2.
a. 14
b. 54
c. 196
d. 190
Ans: C
Learning Objective: 1-7
Cognitive Domain: Application
Answer Location: Statistical Notation
Question Type: MC
63. X= 2, 1, 4 and Y= 3, 5, 1. Solve for ∑XY.
a. 15
b. 1335
c. 16
d. 14
Ans: A
Learning Objective: 1-7
Cognitive Domain: Application
Answer Location: Statistical notation
Question Type: MC
64. X= 4, 5, 6, 10. Solve for ∑X2–2.
a. 166
b. 169
c. 175
d. 170
Ans: C
Learning Objective: 1-7
Cognitive Domain: Application
Answer Location: Statistical Notation
Question Type: MC
65. The difference between (∑X)2 and ∑X2 is that ______.
a. (∑X)2sums the squares of X and ∑X2 squares the sum of X
b. (∑X)2 squares the sum of X and ∑X2 sums the squares of X
c. there is no difference
d. summation only applies to (∑X)2
Ans: B
Learning Objective: 1-7
Cognitive Domain: Application
Answer Location: Statistical Notation
Question Type: MC
66. X= 1, 10, 9, 7, 6, 4, 3, 5, 2. Solve for ∑X.
a. 46
b. 48
c. 47
d. 42
Ans: C
Learning Objective: 1-7
Cognitive Domain: Application
Answer Location: Statistical Notation
Question Type: MC
67. 2X + 4Y = 22
Y – X = 1
Solve for X and Y.
a. X = 8, Y = 9
b. X = –1, Y = –2
c. X = 3, Y = 4
d. X = 2, Y = –4
Ans: C
Learning Objective: 1-7
Cognitive Domain: Application
Answer Location: Required Mathematical Skills for this Course
Question Type: MC
68. 8X + 5Y = 36
2X + Y = 6
Solve for X and Y.
a. X= –3, Y= 12
b. X= –2, Y= –12
c. X= 30, Y= –12
d. X= –16, Y= 38
Ans: A
Learning Objective: 1-7
Cognitive Domain: Application
Answer Location: Required Mathematical Skills for this Course
Question Type: MC
69. 8X + Y = 42
–2X – Y = –12
Solve for X and Y.
a. X= 2, Y= 5
b. X= –1, Y= 1
c. X= –5, Y= 2
d. X= 5, Y= 2
Ans: D
Learning Objective: 1-7
Cognitive Domain: Application
Answer Location: Required Mathematical Skills for this Course
Question Type: MC
70. X= 4, 6, 2. Y= 8, 5, 3. Solve for ∑X2Y2.
a. 28
b. 1960
c. 2080
d. 154
Ans: B
Learning Objective: 1-7
Cognitive Domain: Application