Survey Maker Survey Templates Contact Privacy & Security

ECP Exam

An academic setting featuring diverse students engaging with research designs and discussing psychological concepts, with visuals of charts and graphs in the background.

Exploring ECP Exam Design

Engage with this comprehensive quiz aimed at understanding the nuances of experimental control and design in psychological research. This quiz will challenge your knowledge on key concepts such as validity threats, treatment comparisons, and ethical considerations in research.

8 thought-provoking questions
Multiple choice format to test your understanding
Ideal for students and professionals in psychology and research

8 Questions2 MinutesCreated by AnalyzingData274

Q1 a): The control group started with CAU-only, but got COMET+CAU after T1. There is no T2 measurement for this group. What are 2 important reasons for having the CAU+COMET phase in this group then?

Ethics (mentioned in paper) & potential follow-up (+replication)

Ethics & preventing attrition

Ethics (informed consents mentined COMET) & safeguarding randomization

Other

Please Specify:

Q1 b): Which relatively small change of this aspect of the design could have made it possible to also meaningfully compare follow-up data between groups?

ITT (Intention to treat) analysis

(double-)blindness

Prolong COMET period for experimental group

Including T2 nevertheless

Other

Please Specify:

Q2 a): The authors chose not to restrict what exactly CAU was for the kids and provide sevaral arguments on page 6. One argument is: "Since we are not trying to compare COMET with a specific form of CAU (...) there was no need to have a fixed CAU". Discuss arguments for both sides: defend and explain which threats to which types of validity are involved.

Internal validity: attrition; external validity: generality, sample characteristics & narrow stimulus sampling

Other

Please Specify:

Q2 b): Criticize the author's argument and explain which threats to which types of validity are involved.

Internal validity: diffusion of treatment; external validity: multiple-treatment interference; construct validity: attention & contact; data-evaluation validity: subject heterogeneity & variability in the procedures

Other

Please Specify:

Q3 a): The authors state no baseline differences between groups for important variables. Which threat to which validity are they referring to? Explain why it is important.

Selection biases (internal validity)

Other

Please Specify:

Q3 b): Critic: "I don't quite agree... How about self-worth? There's a noticeable difference.". Explain and discuss their point.

Not significant (table 2)

Other

Please Specify:

Q4 a): The authors explain their theory on how self-esteem and depression are related and theorize that also to prevent depression then, it might be useful to enhance self-esteem. Re-state their theory and explain how the validity of this idea should be examined.

"vulnerability hypothesis" & RCT with larger sample size

"vulnerability hypothesis" & RCT with (double-)blindness

Other

Please Specify:

Q4 b): Could they have done that with the current data (if there had been an effect on depression) or should they have changed something in the design?

Yes

No, design change: larger sample size

No, design change: (double-)blindness

No, design change: including patients with depression

No, design change: including "healthy" population

Other

Please Specify:

{"name":"ECP Exam", "url":"https://www.supersurvey.com/QPREVIEW","txt":"Engage with this comprehensive quiz aimed at understanding the nuances of experimental control and design in psychological research. This quiz will challenge your knowledge on key concepts such as validity threats, treatment comparisons, and ethical considerations in research.8 thought-provoking questionsMultiple choice format to test your understandingIdeal for students and professionals in psychology and research","img":"https:/images/course6.png"}