O n l i n e . L e a r n i n g . S u p p o r t
Department of Information and Library Science
Southern Connecticut State University
501 Crescent Street, New Haven, CT 06515
Fax: 1.203.392-5780 / Phone: 1.203.392-5781
Toll Free: 1-888-500-SCSU, then press 4

This quiz is for informational purposes only. The quiz probes for knowledge of different types of style, as given in course assignments. After completing the quiz, check your answers

1. Which of the following is written in APA Style?

   A. Kumon-Nakamura, Sachi; Glucksberg, Sam; Brown, Mary. (1995, March). How about another piece of pie: The allusional pretense theory of discourse irony. Journal of Experimental Psychology / General, Mar95, Vol. 124 Issue 1, p3, 19p, 9 charts, 4 graphs.

   B. Kumon-Nakamura, Sachi; Glucksberg, Sam; Brown, Mary. (1995). How about another piece of pie: The allusional pretense theory of discourse irony. Journal of Experimental Psychology, General, 124 (1), 3-21.

   C. Kumon-Nakamura, S., Glucksberg, S., and Brown, M. (1995). How about another piece of pie: The allusional pretense theory of discourse irony. Journal of Experimental Psychology, General, 124 (1), 3-21.

   D. Kumon-Nakamura, S., Glucksberg, S., & Brown, M. (1995). How about another piece of pie: The allusional pretense theory of discourse irony. Journal of Experimental Psychology - General, 124 (1), 3-21.

   E. All of the above.

   F. None of the above.

2. Which of the following is written using Chicago style?

   A. Kumon-Nakamura, Sachi; Glucksberg, Sam; Brown, Mary. (1995, March). How about another piece of pie: The allusional pretense theory of discourse irony. Journal of Experimental Psychology / General, Mar95, Vol. 124 Issue 1, p3, 19p, 9 charts, 4 graphs.

   B. Kumon-Nakamura, Sachi; Glucksberg, Sam; Brown, Mary. (1995). How about another piece of pie: The allusional pretense theory of discourse irony. Journal of Experimental Psychology, General, 124 (1), 3-21.

   C. Kumon-Nakamura, S., Glucksberg, S., and Brown, M. (1995). How about another piece of pie: The allusional pretense theory of discourse irony. Journal of Experimental Psychology, General, 124 (1), 3-21.

   D. Kumon-Nakamura, S., Glucksberg, S., & Brown, M. (1995). How about another piece of pie: The allusional pretense theory of discourse irony. Journal of Experimental Psychology - General, 124 (1), 3-21.

   E. Kumon-Nakamura, S., S. Glucksberg, and M. Brown. 1995. How About Another Piece of Pie: The Allusional Pretense Theory of Discourse Irony. Journal of Experimental Psychology ­ General. 124(1): 3-21.

   F. All of the above.

   G. None of the above.

3. Which of the following applies to guides for citing articles from electronic sources?

   A. APA style includes guidelines for documenting online sources.

   B. Chicago Manual of Style, 14 ed., does not include guidelines for documenting online sources.

   C. APA style differs for sources taken from electronic versions of a print journal, online journal, and reprint on a website (other than the publisher's).

   D. All of the above.

   E. None of the above.

4. Which of the following is an informative abstract?

   A. Examined the effects of modafinil versus caffeine for restoring cognitive performance. Gives details of methodology used. Findings report the effectiveness modafinil and caffeine on performance and alertness and whether one offers advantage over the other.

   B. Examined whether modafinil should replace caffeine for restoring cognitive performance and alertness during total sleep deprivation in otherwise healthy adults. 50 adults (aged 18-30 yrs) remained awake for 54.5 hrs and performance and alertness tests were administered bi-hourly from 8:00 a.m. day 1 until 10:00 p.m. day 2. At 11:55 p.m. on day 2 (after 41.5 hrs awake), Ss received double blind administration of 1 of 5 drug doses: placebo; modafinil 100, 200, or 400 mg; or caffeine 600 mg, followed by hourly testing from midnight through 12:00 p.m. on day 3. Performance and alertness were significantly improved by modafinil 200 and 400 mg relative to placebo, and effects were comparable to those obtained with caffeine 600 mg. Although a trend toward better performance at higher modafinil doses suggested a dose-dependent effect, differences between modafinil doses were not significant. Performance enhancing effects were especially salient during the circadian nadir (6:00 a.m. through 10:00 a.m.). Like caffeine, modafinil maintained performance and alertness during the early morning hours. However, modafinil does not appear to offer advantages over caffeine for improving performance and alertness during sleep loss in otherwise normal, healthy adults.

   C. Both.

   D. Neither.

5. Which of the following is an indicative abstract?

   A. Examined the effects of modafinil versus caffeine for restoring cognitive performance. Gives details of methodology used. Findings report the effectiveness modafinil and caffeine on performance and alertness and whether one offers advantage over the other.

   B. Examined whether modafinil should replace caffeine for restoring cognitive performance and alertness during total sleep deprivation in otherwise healthy adults. 50 adults (aged 18-30 yrs) remained awake for 54.5 hrs and performance and alertness tests were administered bi-hourly from 8:00 a.m. day 1 until 10:00 p.m. day 2. At 11:55 p.m. on day 2 (after 41.5 hrs awake), Ss received double blind administration of 1 of 5 drug doses: placebo; modafinil 100, 200, or 400 mg; or caffeine 600 mg, followed by hourly testing from midnight through 12:00 p.m. on day 3. Performance and alertness were significantly improved by modafinil 200 and 400 mg relative to placebo, and effects were comparable to those obtained with caffeine 600 mg. Although a trend toward better performance at higher modafinil doses suggested a dose-dependent effect, differences between modafinil doses were not significant. Performance enhancing effects were especially salient during the circadian nadir (6:00 a.m. through 10:00 a.m.). Like caffeine, modafinil maintained performance and alertness during the early morning hours. However, modafinil does not appear to offer advantages over caffeine for improving performance and alertness during sleep loss in otherwise normal, healthy adults.

   C. Both.

   D. Neither.

6. Why is the instructor so particular about style in assignments?

   A. It is an exercise in awareness and replication, two qualities that accompany success in research and management and information analysis and this course

   B. Instructors are just that way.

   C. We lost the coin toss.

7. Which of the following best describes your understanding of bibliographic style and types of abstracts.

   A. I see the differences among the bibliographic references and why each was correct or incorrect.

   B. I see the differences among the types of abstracts and why each was correct or incorrect.

   C. Both of the above.

   D. None of the above.