Answer Key for A Cross Section of Psychological Research 2e By Andrea Milinki, Exams of Psychology

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ANSWERS

A Cross Section of

Psychological Research

Journal Articles for Discussion and Evaluation

S E C O N D E D I T I O N

Andrea K. Milinki Editor

Answers to Factual Questions Article 1: Factors That Influence Fee Setting by Male and Female Psychologists

1. 39. (See lines 88–89.) 2. Self-pay clients seen in self-employed private practice. (See lines 97–99.) 3. Yes. (See line 150.) 4. No. (See lines 152–156.) 5. No. (See lines 188–192.) 6. The difference regarding local competition. (See lines 269–274 and 285–288.) Article 2: Involvement of Fathers in Therapy: A Survey of Clinicians 1. 135. (See lines 180–182.) 2. 27.0%. (See lines 197–198.) 3. 62.00. (See Table 2.) 4. 39.46. (See Table 2; note that this is rounded to 39.5% in line 307.) 5. Yes, at the p < .01 level. (See Table 2 and the footnote to the table.) 6. Yes, the r for this relationship is .32, which is significant at the .01 level. (See lines 393–395.) Article 3: Screening for Domestic Violence: Recommendations Based on a Practice Survey 1. 12%. (See lines 53– 57 .) 2. Yes. (See lines 161– 165 .) 3. They were randomly selected. (See lines 183 – 184 .) 4. 2% to 80%. (See lines 203– 207 .) 5. Females. (See Table 2.) 6. No. (See lines 24 0 – 245 .) Article 4: Students’ Ratings of Teaching Effectiveness: A Laughing Matter? 1. 1 for Strongly Disagree and 5 for Strongly Agree. (See lines 28–32.) 2. 453. (See Abstract and lines 32 – 33.) 3. 21. (See Abstract and line 35.) 4. .49 (See lines 41– 45 .) 5. “The lecturer helped me to develop an interest in the subject matter,” with r = .60. (See lines 40– 48 .) 6. Yes. (See lines 4 0 – 48 .) Article 5: Psychological Correlates of Optimism in College Students 1. That students who rated optimism high would also score more positively on adjustment, higher on self- esteem, and lower on loneliness. (See lines 18–21.) 2. Yes. (See lines 22–24.) 3. Life Orientation Test. (See lines 24–26.) 4. Yes. (See lines 2 8 – 37.) 5. r = .51 for Total adjustment score ratings and scores on the Rosenberg scale. (See lines 54–56.) 6. One. (See lines 51– 58 .) Article 6: Relationships of Assertiveness, Depression, and Social Support Among Older Nursing Home Residents 1. No. (See lines 57–58 and 174–182.) 2. No, because the mean score was 9.0, while the highest possible score is 30. (See lines 67–71 and 83– 84 .) 3. r = – .33. (See lines 85– 86 .) 4. No. (See lines 88– 91.) 5. No. (See lines 88– 89 .) 6. Inverse. (See lines 98–101.) Article 7: Correlations Between Humor Styles and Loneliness 1. Loneliness and self-defeating humor. (See lines 37–39.) 2. 23.5. (See lines 65–66.) 3. Choice A. (See lines 110–112.) 4. The r = – .47 for the relationship between Loneliness and Affiliative Humor. (See lines 111–112.) 5. Yes, at the p < .001 level. (See lines 111–113.) 6. No. (See lines 115–117.)

55 – 59.) 3. 10. (See lines 70–72.) 4. The demand condition. (See lines 96–98 and Figure 1.) 5. 45.3. (See lines 150–151.) 6. No. (See lines 152–154 and Figure 2.) Article 15: Sex Differences on a Measure of Conformity in Automated Teller Machine Lines

1. Conformity was operationally defined by number of times a participant stood in line behind the confederates for at least 5 sec. instead of using the vacant ATM. (See lines 46–49.) 2. Two women behind another woman. (See lines 70–73.) 3. 91% of the women and 66% of the men. (See lines 99– 101 .) 4. Yes, at the p < .01 level. (See lines 102–103.) 5. 81%. (See lines 103–105.) 6. The experiment was conducted in a small coastal town in California. It is unclear whether the results would remain consistent in a different setting. (See lines 130 – 1 34.) Article 16: Effects of Participants’ Sex and Targets’ Perceived Need on Supermarket Helping Behavior 1. Yes. (See lines 13–20.) 2. As a shopper with a cart. (See lines 6 0 – 61 .) 3. The participant’s response of help or no help. (See lines 74–75.) 4. No. (See lines 88–91.) 5. Yes. (See lines 100– 105 .) 6. 45. (See Table 1.) Article 17: Failure of a Traffic Control “Fatality” Sign to Affect Pedestrians’ and Motorists’ Behavior 1. 80. (See lines 2 1 – 24 and 81–83.) 2. Looking both ways. (See lines 5 7 – 58.) 3. 6. (See lines 67–68.) 4. 29.5%. (See lines 99–105.) 5. 4.6 with the sign present; 4.5 at the control intersection. (See lines 111 – 113 and Table 1.) 6. No. (See lines 119–126.) Article 18: Project Trust: Breaking Down Barriers Between Middle School Children 1. A list of 24 groups, active within the school, emerged from them. (See lines 71–73.) 2. Choose to eat lunch with. (See line 157.) 3. The greatest degree. (See lines 153–156.) 4. “Dirties.” (See lines 198– 200.) 5. “Whites.” (See Table 1 where p = .255 for “Whites.” Also, see lines 193–195.) 6. Yes, at the p < .01 level. (See lines 214–219.) Article 19: Psychotherapy Using Distance Technology: A Comparison of Face-to-Face, Video, and Audio Treatment 1. From radio and print ads. (See lines 46–47.) 2. 1 9 to 75. (See lines 71–72.) 3. Yes. (See lines 1 13 – 117 .) 4. Less. (See lines 2 67 – 269 and Table 1.) 5. Because randomization equalized pretreatment conditions across groups, making unnecessary any further operations to adjust for pretest scores. (See lines 312 – 316 .) 6. .15. (See lines 300 – 305 .) Article 20: Differences in Readers’ Response Toward Advertising versus Publicity 1. A higher proportion of the readers will recall the publicity message than a comparable advertisement. (See lines 45–47.) 2. Random assignment. (See lines 92– 94 .) 3. 77%. (See lines 143–146.) 4. The publicity group. (See lines 161–165 and Table 1.) 5. All twelve. (See the values of p in Table 1.) 6. t test. (See Table 1.)

Article 21: Online Instruction: Are the Outcomes the Same?

1. 52. (See line 68.) 2. Randomly. (See lines 71– 72 .) 3. The instructor’s overall effectiveness. (See lines 102–111.) 4. No. (See lines 112–119.) 5. Yes, because the highest possible score was 7. The face-to-face group earned an average of 6.00, and the online group earned an average of 6.25. (See lines 114 – 119.) 6. Yes, because the face-to-face group had an average of 6.7, and the online group had an average of 6.8. (See lines 135–138.) Article 22: Effect of Petting a Dog on Immune System Function 1. That petting the dog would have a positive effect on IgA. (See lines 4 5 – 47.) 2. They were randomly assigned. (See lines 5 1 – 53.) 3. Tactile stimulation. (See lines 58– 61 .) 4. The t test. (See lines 120– 122.) 5. .62. (See lines 122–130.) 6. 705.8 on the pretest and 910.3 on the posttest. (See Table 1.) Article 23: The Profession of Psychology Scale: Sophisticated and Naïve Students’ Responses 1. Yes. (See lines 7–9.) 2. The more psychology courses students completed, the more knowledgeable they would be of the profession. (See lines 24–26.) 3. 20.1 for the Naïve group, and 23.2 for the Sophisticated group. (See lines 37–45.) 4. Yes. (See lines 59–60.) 5. No. (See lines 77–83.) 6. “What percentage of psychologists can write prescriptions?” (See lines 11 4 – 116 .) Article 24: Untreated Recovery from Eating Disorders 1. Yes. (See line 33.) 2. Yes. (See line 48.) 3. On bulletin boards throughout the campus. (See lines 56 – 57 .) 4. 18. (See lines 79 – 80 .) 5. 1.94 years. (See lines 10 2 – 104 .) Article 25 : Does Therapist Experience Influence Interruptions of Women Clients? 1. A negative relationship. (See lines 61–64.) 2. To dominate conversation and keep women in a subordinate position. (See lines 124–130.) 3. Five minutes. (See lines 203–207.) 4. As an overlap of speech that is disruptive or intrusive. (See lines 235–237.) 5. Yes, at the p < .05 level. (See lines 275– 277 and the footnote in Table 2.) 6. No. (See lines 31 5 – 319 and Table 2.) Article 26: Integrating Behavioral Health into Primary Care Settings: A Pilot Project 1. If pharmacy data indicated that the patient fulfilled sufficient prescriptions to have continuous daily medication for three months. (See lines 63–66.) 2. To allow for greater availability to patients. (See lines 146–147.) 3. By the psychologists attending lunch with the physicians daily. (See lines 182–184.) 4. 98. (See lines 25 4 – 255 .) 5. 22%. (See lines 306– 310 and Table 3, where the result without rounding is 22.4%.) 6. Yes, at the p < .001. (See lines 37 6 – 382 .) 7. The time constraints; three months instead of a more desirable six months. (See lines 4 70 – 478 .) Article 27: Technology-Mediated versus Face-to-Face Intergenerational Programming 1. Ongoing individualized e-mail instruction and ample opportunity for the seniors to practice. (See lines 64 – 69 .) 2. Interview. (See lines 10 1 – 105.) 3. Yes. (See lines 184–189 and Table 1.) 4. No. (See lines 234–238.) 5. Yes. (See lines 282–290.) 6. Yes. (See lines 345–349 and Table 2.)

(See lines 142–148.) 3. Yes. (See lines 171–173.) 4. Using a random number table. (See lines 174– 179.) 5. Yes, at the p < .001 level. (See lines 227–228 and Table 1.) 6. Five. (See the footnote to Table 1.) Article 35: The Reporting of Therapist Sample Data in the Journal of Counseling Psychology

1. That all therapists are the same, regardless of age, theoretical orientation, setting, and combinations thereof. (See lines 39 – 45.) 2. No. (See lines 67–71.) 3. 59%. (See lines 11 3 – 116.) 4. European American. (See lines 116– 1 21.) 5. How often is the characteristic reported, and is the characteristic measured in the same manner in each study? (See lines 21 3 – 216.) 6. He only examined studies in JCP that used therapists in their research samples; therefore, he cannot generalize the findings to any other journal or to reporting practices of other types of research samples (e.g., clients). (See lines 315–319.) Article 36: Project D.A.R.E. Outcome Effectiveness Revisited 1. ERIC , MEDLINE , and PsycINFO. (See lines 50–51.) 2. Ahmed et al. (2002). r = 0.198. (See the last reference in Table 1.) 3. 0.011. (See lines 101–102.) 4. Smoking. (See lines 116–117.) 5. 0.00. (See the effect size farthest to the right in Figure 1.) 6. No. (See lines 18 3 – 187 .) Article 37 : Risk Taking As Developmentally Appropriate Experimentation for College Students 1. 32. (See lines 197–198.) 2. 6. (See Table 1.) 3. Registered student organizations. (See lines 210– 212.) 4. No, one did not participate. (See lines 251–252.) 5. How frequently students participated in a variety of experimentation behaviors. (See lines 27 4 – 277.) 6. Experimentation. (See lines 767–773.) Article 38: Conceptions of Work: The View from Urban Youth 1. 80. (See lines 420–421.) 2. Randomly. (See lines 440– 444 .) 3. Yes. (See lines 463–485.) 4. Yes. (See lines 503–505.) 5. 55. (See Table 1 and lines 663 – 665 .) 6. Yes. (See lines 79 7 – 800 ). Article 39: Interdependent Self: Self-Perceptions of Vietnamese-American Youths 1. Social exchange. (See lines 9–13.) 2. As a configuration of roles expressed in self-other expectations and observable in self-other interactions. (See lines 143– 146 .) 3. Before or at the end of each interview, the researcher asked the participants if they would identify others that fit the study’s selection criteria. (See lines 20 6 – 208 .) 4. No. (See lines 22 6 – 228 .) 5. 10. (While the researcher mentions that there were 40 in a larger ongoing study in lines 1 89 – 193 , the sample size for this study is given in lines 21 1 – 212 .) 6. No. (See lines 23 1 – 232 .) 7. No. (See lines 256 – 257 .) Article 40 : Contributions to Family and Household Activities by the Husbands of Midlife Professional Women 1. Because they have likely experienced the potential conflict between employment and family. (See lines 39–43.) 2. What role has your husband played in helping you manage family and career? (See lines 274–280.) 3. Because of the difficulty in locating married, professional women with children and enduring careers. (See lines 292–297.) 4. To ensure relative consistency in their content. (See lines 311– 313 .) 5. To capture the breadth of experiences at midlife. (See lines 351–355.) 6. 41. (See Table 1, where the mean age is given in parentheses.) 7. Yes. (See lines 904–906.)

Article 41: Adult Helping Qualities Preferred by Adolescents

1. Age; ages 12 to 17 years. (See lines 169–170.) 2. One. (See lines 185–186.) 3. 47. (See lines 227– 229.) 4. The number of times each category was coded. (See lines 256–259.) 5. Yes, it was perfect with a kappa of 1.0. (See lines 260–262.) 6. The adult’s ability to listen nonjudgmentally, without lecturing and by being available to receive new ideas from the adolescent. (See lines 28 2 – 287 .)