APA Review #2

1. It is important that headings convey to the reader

a. a sense of style.
b. the relative importance of the parts of the paper.
c. the author’s biases.
d. all of the above.

2. A finished report should possess

a. no recognizable theme or logical structure.
b. disconnected but logical subsections.
c. an orderly presentation of ideas.
d. inferential statistical tests of the data.

3. Redundancy, wordiness, jargon, evasiveness, and circumlocution contribute to

a. poor economy of expression.
b. clear scientific writing.
c. smoothness of expression.
d. erudite precision.
e. a more readable, less pompous style of writing.

4. The best person to select to critique your manuscript is.

a. your spouse or another person whom you know very well.
b. a colleague who is very familiar with your work.
c. a colleague who does not follow your work closely.
d. a stranger off the street.

5. Edit the following for the use of nonsexist language:

A telephone operator must decode numerous messages daily from voices she has never
previously heard.
a. leave as is
b. A telephone operator must decode numerous messages daily from male or female
voices she has never previously heard.
c. A telephone operator must decode numerous messages daily from voices he has
never previously heard.
d. A telephone operator must decode numerous messages daily from voices the
operator has never previously heard.

6. Edit the following for punctuation:

Damage to the left temporal cortex may impair language comprehension; whereas
damage to the left frontal cortex may impair language production.
a. leave as is
b. Damage to the left temporal cortex may impair language comprehension.
Whereas damage to the left frontal cortex may impair language production.
 c. Damage to the left temporal cortex may impair language comprehension, whereas
damage to the left frontal cortex may impair language production.
d. Damage to the left temporal cortex may impair language comprehension—
whereas damage to the left frontal cortex may impair language production.

7. Which of the following examples is correctly punctuated?

a. They have agreed on the outcome, informed participants perform better than
uninformed participants.
b. They have agreed on the outcome; Informed participants perform better than
uninformed participants.
c. They have agreed on the outcome: Informed participants perform better than
uninformed participants.
d. None of the above is correct.

8. Edit the following for punctuation:

The stimuli were six songs – matched for length, complexity of melody, and familiarity
of lyrics.
a. leave as is
b. The stimuli were six songs: matched for length, complexity of melody, and
familiarity of lyrics.
c. The stimuli were six songs … matched for length, complexity of melody, and
familiarity of lyrics.
d. The stimuli were six songs matched for length, complexity of melody, and
familiarity of lyrics.

9. Edit the following for punctuation:

One possibility (as Winer, 1971, suggested) is to pool the error terms.
a. leave as is
b. One possibility (as Winer (1971) suggested) is to pool the error terms.
c. One possibility (as Winer [1971] suggested) is to pool the error terms.
d. One possibility [as Winer (1971) suggested] is to pool the error terms.
e. One possibility (as Winer [1971], suggested) is to pool the error terms.

10. Which of the following words with a prefix require a hyphen?

a. compounds in which the base word is an abbreviation (e.g., pre-UCS)
b. self compounds (e.g., self-esteem)
c. words that could be misunderstood or misread (e.g., un-ionized)
d. all of the above
e. none of the above
11. Is the Latin abbreviation i.e. used incorrectly in the following example?

Some lonely individuals appear to be shy but are in fact isolated because of social
rejection (i.e., are actively avoided and excluded by others).
a. The parentheses should be removed.
b. The Latin abbreviation i.e. should be viz.
c. The abbreviation i.e. should be spelled out as that is.
d. In the above example, i.e. is used correctly.

12. When quoting,

a. provide the author’s name in the text.
b. provide the year and page citation in the text.
c. include a complete reference in the reference list.
d. do only a and c.
e. do a, b, and c.

13. At the end of a block quote,

a. cite the quoted source in parentheses after the final punctuation mark.
b. cite the quoted source in parentheses before the final punctuation mark.
c. use a footnote with a superscript number and cite the quoted source in the
footnote.
d. None of the above is correct.

14. From the examples below, identify the correct forms of citation:
a. According to Wagner (1988), depressed people reveal inappropriately.
b. Individual differences in memory have been found (Gelfand, 1987).
c. In 1988, Scarano and Walker found that androgynous women respond to self-
worth dilemmas differently than do stereotypic women.
d. Lavin (1986) observed that TV serves as a surrogate parent for some young
adults. Lavin found that “soap addicts” spend more time watching TV than being
with their parents.
e. All of the above are correct.

15. Edit the following for the citation of a reference in text:

Briddell, Rimm, Caddy, Krawitz, Scholis, and Wunderlin (1978) showed that some of the
inhibition-releasing effects of alcohol are due to expectations aroused by drinking rather
than to the chemical effects on bodily functions.
a. leave as is
b. Briddell & Rimm & Caddy & Crawitz & Scholis, & Wunderlin (1978) showed
that some of the inhibition-releasing effects of alcohol are due to expectations
aroused by drinking rather than to the chemical effects on bodily functions.
c. Briddell et al. (1978) showed that some of the inhibition-releasing effects of
alcohol are due to expectations aroused by drinking rather than to the chemical
effects on bodily functions.
 d. Briddell, et al. (1978) showed that some of the inhibition-releasing effects of
alcohol are due to expectations aroused by drinking rather than to the chemical
effects on bodily functions.

16. Edit the following for the citation of a quotation in text:

Although literary style certainly affects readers, “the elegance of presentation is of no

importance as a measure of whether the theory will prove an empirically useful tool”
(Hall & Linzey, 1957).
a. leave as is
b. Although literary style certainly affects readers, “the elegance of presentation is of
no importance as a measure of whether the theory will prove an empirically useful
tool” (Hall & Linzey, 1957, p. 551).
c. Although literary style certainly affects readers, “the elegance of presentation is of
no importance as a measure of whether the theory will prove an empirically useful
tool” (Hall & Linzey, 1957, chap. 14).
d. Although literary style certainly affects readers, “the elegance of presentation is of
no importance as a measure of whether the theory will prove an empirically useful
tool” (Hall & Linzey, 1957, pp. 551).

17. A reference list

a. cites all works supportive of or contradictory to the text.
b. is a synonym for bibliography.
c. should include only the references cited anywhere in the article.
d. should never be used in short articles.

18. Edit the following for ordering the references in a reference list. Choose the sequence of
numbers that indicates the correct order of the four references. (Note: The numbers are
not part of APA style but are used here for brevity.)

1. Bandura, A. (1973). Aggression: A social learning analysis. Englewood

Cliffs, NJ: Prentice Hall

2. Bandura, A., & Menlove, F. L. (1968). Factors determining vicarious

extinction and avoidance behavior through symbolic modeling. Journal

of Personality and Social Psychology, 8, 99-108.

3. Bandura, A. (1965). Influence of models’ reinforcement contingencies on

the acquisition of imitative responses. Journal of Personality and Social

Psychology, 1, 589-595.
 4. Bandura, A., & Walters, R. H. (1963). Social learning and personality

development. New York: Holt, Rinehart & Winston.

a. leave as is (i.e., 1, 2, 3, 4)
b. 1, 3, 2, 4
c. 3, 1, 2, 4
d. 4, 3, 2, 1

19. A reference list entry should have

a. the author’s surname and initials in inverted order (e.g., McMahon, P. M.).
b. the title of the article, page number, ISBN code, and book title.
c. the author’s surname only.
d. only b and c.

20. Edit the following for the typing of a reference list:

1. Garcia, J. (1981). The logic and limits of mental aptitude testing. American

Psychologist, 36, 1172-1180.

2. Kamin, L. (1974). The science and politics of I.Q. Hillsdale, NJ: Erlbaum.

a. leave as is
b. Garcia, J. (1981). The logic and limits of mental aptitude testing. American

Psychologist, 36, 1172-1180.

Kamin, L. (1974). The science and politics of I.Q. Hillsdale, NJ: Erlbaum.

c. Garcia, J. (1981). The logic and limits of mental aptitude testing.

American Psychologist, 36, 1172-1180.

Kamin, L. (1974). The science and politics of I.Q. Hillsdale, NJ: Erlbaum.

d. Garcia, J. (1981). The logic and limits of mental aptitude testing. American
Psychologist, 36, 1172-1180.

Kamin, L. (1974). The science and politics of I.Q. Hillsdale, NJ: Erlbaum.
Correct the problems in the following reference list.

References

Beehr, T. A., & Bennett, M. M. (2007). Examining retirement from a multi-level perspective. In

K. S. Shultz & g. A. Adams (Eds.). Applied Psychology Series: Ageing and work in the

21st century (pp. 277-302). Mahwah, NJ: Erlbaum.

Beehr, T. A., & Franz, T. M. (1987). The current debate about the meaning of stress. In J. M.

Ivancevich & D. C. Ganster (Eds.), Job stress: From theory to suggestion (pp. 5-36).

Binghamton, NY: Haworth.

De Croon, E. M., Blonk, R. W. B., Van der Bleek, A. J., & Frings-Dresen, M. H. W. (2001). The

trucker strain monitor: An occupation-specific questionnaire measuring psychological job

strain. International Archives of Occupational and Environmental Health (Vol. 74,

pp.429-436).

De Jonge, J., Reuvers, M. M. E. N., Houtman, I. L. D., & Kompier, M. A. J. (2000). Linear and

nonlinear relations between psychosocial job characteristics, subjective outcomes, and

sickness absence: Baseline results from SMASH. Journal of Occupational Health

Psychology (5th ed.), 256-268. 10.1037/1076-8998.5.2.256

Deery, S. J., Erwin, P. J., Iverson, R. D., & Ambrose, M. L. (1995). The Determinants of

Absenteeism: Evidence from Australian Blue-Collar Employees. International Journal of

Human Resource Management (6th ed., pp. 825-848).

Correct the following paragraphs for reference citations in text.

Research on the effects of media violence has a long tradition. Studies that address

unspecific physiological arousal effects, now considered a somewhat simplistic

conceptualization of emotional effects, have come under heavy criticism (Reisenzein, 1983;

Cacioppo, Berntson, & Crites, 1996). Most studies also address behavioral effects of media

violence, especially the effects on aggressive behavior (Murray, 2003). In contrast, emotional

effects (other than effects on fear) have not been systematically addressed thus far (Wirth &

Schramm, 2005).

Most research on media violence has been on fictional media, such as action movies or

computer games, for example, that of Bryant and Vorderer (2006) whose primary goals are to

entertain the audience and spark our emotions. According to Frijda (2007) “law of apparent

reality,” emotions are primarily triggered by events that are evaluated as real, which is why one

expects that emotional effects should be stronger when watching nonfictional genres such as TV

news. However, it has been shown that watching the news can be, in and of itself, an

entertainment and social activity (McQuail, 2001). Furthermore, content analysis shows

violence to be an important issue in TV news (Winterhoff-Spurk, Unz, & Schwab, 2005;

Winterhoff-Spurk, 1998). Thus, it seems reasonable to pay closer attention to the emotional

effects of violent TV news.