Chapter 1, Problem 1.42RE

a)

To determine

To identify whether the observational study or experimental study.

Answer to Problem 1.42RE

This is an experimental study.

Explanation of Solution

Given:

Do external rewards—things like money, praise, fame, and grades—promote creativity? Not according to the study in Exercise 1.35 (page 28). Children who competed for prizes generally produced less creative collages than children who simply shared their artwork. Will similar results hold for college students? The psychologist of Exercise 1.35 designed another study—this time involving 47 experienced creative writers who were college students. Students were divided into two groups using a chance process (like drawing names from a hat). The students in one group were given a list of statements about external reasons for writing, like public recognition, making money, or pleasing their parents. Students in the other group were given a list of statements about internal reasons for writing, such as expressing yourself and enjoying working with words. Both groups were then instructed to write a poem about laughter. Each student's poem was rated separately by 12 different poets using a creativity scale?'

First need to understand about the experimental study and observational study:

Experimental study: Assigning people or things to groups and applying some treatment to one group, while the other group does not receive the treatment.

Observation study: In an observational study, measure or survey members of a sample without trying to affect them.

This study is an experimental study. There are two groups of students. For each group, there was a different information given. Hence, it is experimental study.

b)

To determine

To explain why students divided into two groups using chance process.

Answer to Problem 1.42RE

To eliminate the chance of same minded people.

Explanation of Solution

Given:

Do external rewards—things like money, praise, fame, and grades—promote creativity? Not according to the study in Exercise 1.35 (page 28). Children who competed for prizes generally produced less creative collages than children who simply shared their artwork. Will similar results hold for college students? The psychologist of Exercise 1.35 designed another study—this time involving 47 experienced creative writers who were college students. Students were divided into two groups using a chance process (like drawing names from a hat). The students in one group were given a list of statements about external reasons for writing, like public recognition, making money, or pleasing their parents. Students in the other group were given a list of statements about internal reasons for writing, such as expressing yourself and enjoying working with words. Both groups were then instructed to write a poem about laughter. Each student's poem was rated separately by 12 different poets using a creativity scale?'

To eliminate a bias in the process, chance process is useful. There is a chance that same minded students can be in one group. Hence, to eliminate the probability of this situation, chance process is selected.

c)

To determine

To explain why it is important that none of the poets was aware of which students were in which group

Answer to Problem 1.42RE

To avoid the chance of bias.

Explanation of Solution

Given:

Do external rewards—things like money, praise, fame, and grades—promote creativity? Not according to the study in Exercise 1.35 (page 28). Children who competed for prizes generally produced less creative collages than children who simply shared their artwork. Will similar results hold for college students? The psychologist of Exercise 1.35 designed another study—this time involving 47 experienced creative writers who were college students. Students were divided into two groups using a chance process (like drawing names from a hat). The students in one group were given a list of statements about external reasons for writing, like public recognition, making money, or pleasing their parents. Students in the other group were given a list of statements about internal reasons for writing, such as expressing yourself and enjoying working with words. Both groups were then instructed to write a poem about laughter. Each student's poem was rated separately by 12 different poets using a creativity scale?'

If some poet knows about the previous work or knowledge of any students then there will be a chance of bias. To avoid this biasness, it is important that none of the poets was aware of which students were in which group.