Full download solution manual or testbank at testbankdeal.

com

Research Methods for the Behavioral Sciences 4th

Edition Gravetter Test Bank

https://testbankdeal.com/product/research-methods-for-the-
behavioral-sciences-4th-edition-gravetter-test-bank/

OR CLICK HERE

DOWNLOAD NOW

Download more solution manual or test bank from https://testbankdeal.com

Instant digital products (PDF, ePub, MOBI) available
Download now and explore formats that suit you...

Research Methods for the Behavioral Sciences 5th Edition

Gravetter Test Bank

https://testbankdeal.com/product/research-methods-for-the-behavioral-
sciences-5th-edition-gravetter-test-bank/

testbankdeal.com

Research Methods for the Behavioral Sciences 6th Edition

Gravetter Solutions Manual

https://testbankdeal.com/product/research-methods-for-the-behavioral-
sciences-6th-edition-gravetter-solutions-manual/

testbankdeal.com

Research Methods for the Behavioral Sciences 4th Edition

Stangor Test Bank

https://testbankdeal.com/product/research-methods-for-the-behavioral-
sciences-4th-edition-stangor-test-bank/

testbankdeal.com

Intermediate Microeconomics and Its Application 11th

Edition Nicholson Solutions Manual

https://testbankdeal.com/product/intermediate-microeconomics-and-its-
application-11th-edition-nicholson-solutions-manual/

testbankdeal.com
Critical Care Nursing Diagnosis and Management 8th Edition
Urden Test Bank

https://testbankdeal.com/product/critical-care-nursing-diagnosis-and-
management-8th-edition-urden-test-bank/

testbankdeal.com

American Politics Today 3rd Edition Bianco Test Bank

https://testbankdeal.com/product/american-politics-today-3rd-edition-
bianco-test-bank/

testbankdeal.com

Law of Journalism and Mass Communication 5th Edition

Trager Test Bank

https://testbankdeal.com/product/law-of-journalism-and-mass-
communication-5th-edition-trager-test-bank/

testbankdeal.com

International Management 7th Edition Deresky Test Bank

https://testbankdeal.com/product/international-management-7th-edition-
deresky-test-bank/

testbankdeal.com

Java Foundations Introduction to Program Design and Data

Structures 4th Edition Lewis Test Bank

https://testbankdeal.com/product/java-foundations-introduction-to-
program-design-and-data-structures-4th-edition-lewis-test-bank/

testbankdeal.com
Maternal Child Nursing 4th Edition Mckinney Test Bank

https://testbankdeal.com/product/maternal-child-nursing-4th-edition-
mckinney-test-bank/

testbankdeal.com
1. In nonexperimental and quasi-experimental studies, different groups or conditions are defined in terms of ____.
a. independent variables
b. dependent variables
c. pre-existing participant variables or time
d. treatment conditions
ANSWER: c
DIFFICULTY: Moderate
REFERENCES: 10.1 Nonexperimental and Quasi-Experimental Research Strategies
LEARNING OBJECTIVES: GRAV.METH.16.10.01 - Define the experimental, nonexperimental, and quasi-experimental
research strategies and identify these strategies when they appear in a research report.
KEYWORDS: Bloom’s: Understand

2. Which study illustrates a nonexperimental study?

a. a study comparing self-esteem scores for children with a learning disability versus scores for children without
a learning disability
b. a study comparing depression scores for one group that is assigned to receive a therapy versus another group
that is assigned not to receive a therapy
c. a study comparing performance in a room where the walls have been painted yellow versus performance in a
room painted blue
d. a study comparing cognitive functioning scores for one group of Alzheimer’s patients who are assigned to
receive memory therapy versus another group that is assigned not to receive therapy
ANSWER: a
DIFFICULTY: Difficult
REFERENCES: 10.1 Nonexperimental and Quasi-Experimental Research Strategies
LEARNING OBJECTIVES: GRAV.METH.16.10.01 - Define the experimental, nonexperimental, and quasi-experimental
research strategies and identify these strategies when they appear in a research report.
KEYWORDS: Bloom’s: Apply

3. Although nonexperiments resemble true experiments, they contain ____ and cannot ____.
a. threats to internal validity; generalize to other situations
b. threats to external validity; generalize to other situations
c. threats to internal validity; establish causal relationships
d. threats to external validity; establish causal relationships
ANSWER: c
DIFFICULTY: Difficult
REFERENCES: 10.1 Nonexperimental and Quasi-Experimental Research Strategies
LEARNING OBJECTIVES: GRAV.METH.16.10.01 - Define the experimental, nonexperimental, and quasi-experimental
research strategies and identify these strategies when they appear in a research report.
KEYWORDS: Bloom’s: Understand

4. A researcher compares preexisting groups of individuals in which type of study?

a. between-subjects experiment
b. within-subjects experiment
c. nonequivalent group design
d. pre-post design
ANSWER: c
DIFFICULTY: Difficult
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.02 - Define a nonequivalent group design and identify examples of this
research design when it appears in a research report.
KEYWORDS: Bloom’s: Analyze

5. The researcher is least likely to randomly assign individuals to treatment groups in which type of study?
a. between-subjects experiment
b. within-subjects experiment
c. nonequivalent group design
d. pre-post design
ANSWER: c
DIFFICULTY: Moderate
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.02 - Define a nonequivalent group design and identify examples of this
research design when it appears in a research report.
KEYWORDS: Bloom’s: Understand

6. The concept of nonequivalent groups means ____.

a. the researcher cannot control which people go into each group and cannot ensure that the groups are
equivalent.
b. the two groups have completely different characteristics.
c. the researcher has randomly assigned people to groups so there is no guarantee that the groups are equal.
d. the number of participants is different from one group to another.
ANSWER: a
DIFFICULTY: Difficult
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.02 - Define a nonequivalent group design and identify examples of this
research design when it appears in a research report.
KEYWORDS: Bloom’s: Understand

7. A researcher introduces a new mathematics program in one school district and uses a neighboring district as a no-
treatment control group. After the program is in place for six months, the researcher intends to give the students in both
districts a standardized mathematics test and then compare their scores. This research cannot be classified as a true
experiment because ____.
a. the treatment is administered to only one group.
b. there is no pretest to determine mathematics ability before the program
c. the researcher does not control the assignment of participants to groups
d. it is not conducted in a laboratory
ANSWER: c
DIFFICULTY: Moderate
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.02 - Define a nonequivalent group design and identify examples of this
research design when it appears in a research report.
KEYWORDS: Bloom’s: Apply
8. Which threat occurs in nonequivalent group designs because the groups may have different participant characteristics?
a. history effects
b. instrumentation effects
c. regression toward the mean
d. assignment bias
ANSWER: d
DIFFICULTY: Moderate
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.03 - Explain how assignment bias threatens the internal validity of a
nonequivalent group design.
KEYWORDS: Bloom’s: Understand

9. A problem with nonequivalent group designs is that any differences found could be explained by differences in ____.
a. participant characteristics
b. history
c. instrumentation
d. testing effects
ANSWER: a
DIFFICULTY: Moderate
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.03 - Explain how assignment bias threatens the internal validity of a
nonequivalent group design.
KEYWORDS: Bloom’s: Analyze

10. Which statement accurately describes what is evaluated by differential research?

a. differences between treatment conditions using the same group of participants in all treatments
b. differences between treatment conditions using a separate group of participants for each treatment
c. differences in scores before versus after a treatment
d. differences in scores between preexisting groups of participants
ANSWER: d
DIFFICULTY: Moderate
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.04 - Describe the two nonexperimental nonequivalent group designs
(differential research and the posttest-only nonequivalent control group design) and the
quasi-experimental nonequivalent group design (pretest–posttest nonequivalent control group
design), and identify examples of these designs when they appear in a research report.
KEYWORDS: Bloom’s: Understand

11. Which research design is being used by a researcher comparing self-esteem scores for children from divorced families
versus scores for children from families with no divorce?
a. differential research design
b. pretest-only nonequivalent control group design
c. pretest-posttest nonequivalent control group design
d. time-series design
ANSWER: a
DIFFICULTY: Moderate
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.04 - Describe the two nonexperimental nonequivalent group designs
(differential research and the posttest-only nonequivalent control group design) and the
quasi-experimental nonequivalent group design (pretest–posttest nonequivalent control group
design), and identify examples of these designs when they appear in a research report.
KEYWORDS: Bloom’s: Apply

12. A differential research design is an example of a ____.

a. nonequivalent group design
b. nonequivalent control group design
c. time-series design
d. pretest-posttest design
ANSWER: a
DIFFICULTY: Moderate
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.04 - Describe the two nonexperimental nonequivalent group designs
(differential research and the posttest-only nonequivalent control group design) and the
quasi-experimental nonequivalent group design (pretest–posttest nonequivalent control group
design), and identify examples of these designs when they appear in a research report.
KEYWORDS: Bloom’s: Understand

13. Last fall, a state college introduced a one-week study skills course for new freshmen students. At the end of the
academic year, the college compared the grades and dropout rate for their freshmen with the corresponding measurements
for freshmen at a neighboring state college. This study is an example of a ____.
a. posttest-only nonequivalent control group design
b. pretest-posttest nonequivalent control group design
c. differential research design
d. time-series design
ANSWER: a
DIFFICULTY: Difficult
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.04 - Describe the two nonexperimental nonequivalent group designs
(differential research and the posttest-only nonequivalent control group design) and the
quasi-experimental nonequivalent group design (pretest–posttest nonequivalent control group
design), and identify examples of these designs when they appear in a research report.
KEYWORDS: Bloom’s: Apply

14. A researcher introduces a new mathematics program in one school district and uses a neighboring district as a no-
treatment control group. Before the program begins, the students in both districts are given a standardized mathematics
test. After the program is in place for six months, the students are tested again and the researcher compares the before and
after scores for the two groups. This research study is classified as ____.
a. correlational
b. experimental
c. quasi-experimental
 d. nonexperimental
ANSWER: c
DIFFICULTY: Difficult
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.04 - Describe the two nonexperimental nonequivalent group designs
(differential research and the posttest-only nonequivalent control group design) and the
quasi-experimental nonequivalent group design (pretest–posttest nonequivalent control group
design), and identify examples of these designs when they appear in a research report.
KEYWORDS: Bloom’s: Apply

15. What is one of the primary advantages of a pretest-posttest nonequivalent control group design, in comparison to other
nonequivalent group designs?
a. Posttest scores can help reduce threats from history effects.
b. Posttest scores can eliminate threats from history effects.
c. Pretest scores can help reduce the threat of assignment bias.
d. Pretest scores can eliminate the threat of assignment bias.
ANSWER: c
DIFFICULTY: Difficult
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.05 - Explain how a simple modification of the posttest-only
nonequivalent control group design increases internal validity and produces a quasi-
experimental design.
KEYWORDS: Bloom’s: Analyze

16. Differential history effects are a threat to internal validity for which of the following designs?
a. differential research design
b. one-group pretest–posttest design
c. pretest-posttest nonequivalent control group design
d. longitudinal design
ANSWER: c
DIFFICULTY: Difficult
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.05 - Explain how a simple modification of the posttest-only
nonequivalent control group design increases internal validity and produces a quasi-
experimental design.
KEYWORDS: Bloom’s: Analyze

17. A researcher comparing depression scores before and after treatment in one group of clients, is using a(n) ____.
a. pretest-posttest nonequivalent control group design
b. differential research design
c. pre-post design
d. post-test only nonequivalent control group design
ANSWER: c
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.06 - Define a pre–post design and identify examples of this research
design when it appears in a research report.
KEYWORDS: Bloom’s: Apply

18. The goal of the pre-post design is to examine the effects of treatment by measuring ____.
a. two groups before and after a treatment
b. two groups after a treatment
c. one group after a treatment
d. one group before and after a treatment
ANSWER: d
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.06 - Define a pre–post design and identify examples of this research
design when it appears in a research report.
KEYWORDS: Bloom’s: Understand

19. Some threats to internal validity are related to time and other threats are related to differences between groups. What is
a threat related to time?
a. history effects
b. assignment bias
c. selection bias
d. differential attrition
ANSWER: a
DIFFICULTY: Difficult
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.07 - Identify the threats to internal validity for pre–post designs.
KEYWORDS: Bloom’s: Analyze

20. Pre-post designs are threatened by ____.

a. factors related to the passage of time
b. factors related to differences between groups
c. assignment bias
d. differential attrition
ANSWER: a
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.07 - Identify the threats to internal validity for pre–post designs.
KEYWORDS: Bloom’s: Analyze

21. The pre-post designs are similar to within-subjects designs; however, in a pre-post design, it is impossible to ____.
a. randomly assign participants
b. counterbalance order of treatments
c. control for differential effects
d. generalize the results
ANSWER: b
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.07 - Identify the threats to internal validity for pre–post designs.
KEYWORDS: Bloom’s: Understand

22. A pretest-posttest design (OXO) is considered to be a(n) ____.

a. experiment
b. nonexperimental design
c. nonequivalent groups quasi-experimental design
d. time series quasi-experimental design
ANSWER: b
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.08 - Describe the nonexperimental pretest–posttest design and the
quasi-experimental time-series design, and identify examples of these designs when they
appear in a research report.
KEYWORDS: Bloom’s: Analyze

23. A clinical psychologist measures body satisfaction for a group of clients diagnosed with anorexia nervosa each day for
one week before and for one week after the psychologist begins a series of group therapy sessions. This is an example of
a(n) ____ design.
a. time-series
b. interrupted time-series
c. equivalent time-samples
d. pretest-posttest design
ANSWER: a
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.08 - Describe the nonexperimental pretest–posttest design and the
quasi-experimental time-series design, and identify examples of these designs when they
appear in a research report.
KEYWORDS: Bloom’s: Apply

24. A time-series design is a(n) ____.

a. nonexperimental study
b. quasi-experimental study
c. experiment
d. correlational study
ANSWER: b
DIFFICULTY: Difficult
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.08 - Describe the nonexperimental pretest–posttest design and the
quasi-experimental time-series design, and identify examples of these designs when they
appear in a research report.
KEYWORDS: Bloom’s: Analyze

25. What is one difference between a time-series design and an interrupted time-series design?
a. Time series examines the effect of a treatment and interrupted time series examines the effect of an outside
event.
 b. Time series examines the effect of an outside event and interrupted time series examines the effect of a
treatment.
c. Time series involves several observations before and after the treatment/event and interrupted time series has
only one observation before and after.
d. Time series involves only one observation before and after the treatment/event and interrupted time series has
several observations before and after.
ANSWER: a
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.08 - Describe the nonexperimental pretest–posttest design and the
quasi-experimental time-series design, and identify examples of these designs when they
appear in a research report.
KEYWORDS: Bloom’s: Understand

26. In the ____ design, a researcher makes multiple observations before and after some event not manipulated by the
researcher.
a. time-series
b. interrupted time-series
c. longitudinal
d. cross-sectional
ANSWER: b
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.08 - Describe the nonexperimental pretest–posttest design and the
quasi-experimental time-series design, and identify examples of these designs when they
appear in a research report.
KEYWORDS: Bloom’s: Understand

27. A researcher records participants’ weights every Friday for three weeks prior to administering a diet education
program and for three weeks following the program. This study is an example of a(n) ____.
a. time-series design
b. interrupted time-series design
c. cross-sectional design
d. longitudinal design
ANSWER: a
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.08 - Describe the nonexperimental pretest–posttest design and the
quasi-experimental time-series design, and identify examples of these designs when they
appear in a research report.
KEYWORDS: Bloom’s: Apply

28. Last year, the state increased the speed limit on one section of highway from 55 to 65 mph. To evaluate the effect of
the change, a researcher gathered accident reports for six months before the change and for six months after the change.
This is an example of a(n) ____.
a. time-series design
b. interrupted time-series design
c. cross-sectional design
 d. longitudinal design
ANSWER: b
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.08 - Describe the nonexperimental pretest–posttest design and the
quasi-experimental time-series design, and identify examples of these designs when they
appear in a research report.
KEYWORDS: Bloom’s: Apply

29. A series of observations before treatment allows a researcher to determine whether ____.
a. the treatment has a temporary effect
b. the treatment has a permanent effect
c. scores are influenced by assignment bias
d. scores are influenced by some factor unrelated to the treatment
ANSWER: d
DIFFICULTY: Difficult
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.09 - Explain how replacing the single observation before and after
treatment with a series of observations converts the pretest–posttest design into a quasi-
experimental time-series design by minimizing threats to internal validity.
KEYWORDS: Bloom’s: Analyze

30. Which of these designs comes closest to being a true experiment?

a. a time-series design
b. a pretest-posttest design
c. a differential design
d. a pretest-only nonequivalent control group design
ANSWER: a
DIFFICULTY: Difficult
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.09 - Explain how replacing the single observation before and after
treatment with a series of observations converts the pretest–posttest design into a quasi-
experimental time-series design by minimizing threats to internal validity.
KEYWORDS: Bloom’s: Analyze

31. A research study that evaluates changes in behavior related to age by examining different groups of individuals, with
each group representing a different age, is called a(n) ____.
a. time-series design
b. interrupted time-series design
c. cross-sectional developmental design
d. longitudinal developmental design
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 10.4 Developmental Research Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.010 - Define cross-sectional and longitudinal designs, identify these
designs when they appear in a research report, and describe the strengths and weaknesses of
each design.
KEYWORDS: Bloom’s: Understand

32. A research study that evaluates changes in behavior related to age over time by examining one group of participants
who are all roughly the same age is called a(n) ____.
a. time-series design
b. interrupted time-series design
c. cross-sectional developmental design
d. longitudinal developmental design
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 10.4 Developmental Research Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.010 - Define cross-sectional and longitudinal designs, identify these
designs when they appear in a research report, and describe the strengths and weaknesses of
each design.
KEYWORDS: Bloom’s: Understand

33. A researcher is examining cooperation between peers by observing children at six years, eight years, and ten years old.
If the researcher uses a cross-sectional design and obtains 20 scores for each age, how many children participated in the
entire study?
a. 20
b. 40
c. 60
d. 120
ANSWER: c
DIFFICULTY: Difficult
REFERENCES: 10.4 Developmental Research Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.010 - Define cross-sectional and longitudinal designs, identify these
designs when they appear in a research report, and describe the strengths and weaknesses of
each design.
KEYWORDS: Bloom’s: Analyze

34. A researcher studies language development by selecting a sample of two-year-old children, a sample of three-year-old
children, and a sample of four-year-old children. Each child’s language skill is measured and the researcher plans to
compare the scores for the three groups. This study is an example of a(n) ____.
a. time-series design
b. interrupted time-series design
c. cross-sectional developmental design
d. longitudinal developmental design
ANSWER: c
DIFFICULTY: Moderate
REFERENCES: 10.4 Developmental Research Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.010 - Define cross-sectional and longitudinal designs, identify these
designs when they appear in a research report, and describe the strengths and weaknesses of
each design.
KEYWORDS: Bloom’s: Apply

35. A cross-sectional developmental design is an example of the general category of ____ designs.
a. nonequivalent group
 b. pretest-posttest
c. time-series
d. interrupted time-series
ANSWER: a
DIFFICULTY: Moderate
REFERENCES: 10.4 Developmental Research Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.010 - Define cross-sectional and longitudinal designs, identify these
designs when they appear in a research report, and describe the strengths and weaknesses of
each design.
KEYWORDS: Bloom’s: Analyze

36. A researcher studies language development by selecting a sample of two-year-old children and giving them a language
skill test. Each year for the next two years, the children are brought back and tested again. The researcher plans to
compare the children’s scores at age two, age three, and age four. This study is an example of a(n) ____.
a. time-series design
b. interrupted time-series design
c. cross-sectional developmental design
d. longitudinal developmental design
ANSWER: d
DIFFICULTY: Moderate
REFERENCES: 10.4 Developmental Research Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.010 - Define cross-sectional and longitudinal designs, identify these
designs when they appear in a research report, and describe the strengths and weaknesses of
each design.
KEYWORDS: Bloom’s: Analyze

37. A problem with a longitudinal design is that the results may be distorted by ____.
a. cohort effects
b. participant attrition
c. differential history effects
d. assignment bias
ANSWER: b
DIFFICULTY: Moderate
REFERENCES: 10.4 Developmental Research Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.010 - Define cross-sectional and longitudinal designs, identify these
designs when they appear in a research report, and describe the strengths and weaknesses of
each design.
KEYWORDS: Bloom’s: Understand

38. What is the appropriate statistical analysis for comparing non-numerical data for a differential design comparing
samples representing two populations?
a. independent-measures t test
b. repeated-measures t test
c. independent-measures analysis of variance
d. chi-square test for independence
ANSWER: d
DIFFICULTY: Moderate
REFERENCES: 10.5 Applications, Statistical Analysis, and Terminology for Nonexperimental, Quasi-
Experimental and Developmental Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.011 - Identify the statistical techniques that are appropriate for each
nonexperimental, quasi-experimental, and developmental design and explain the strengths
and weaknesses of two-group compared to multi-group designs.
KEYWORDS: Bloom’s: Apply

39. What is the appropriate statistical analysis for evaluating the after treatment mean difference for a posttest only
nonequivalent control group design?
a. independent-measures t test
b. repeated-measures t test
c. repeated-measures analysis of variance
d. chi-square test for independence
ANSWER: a
DIFFICULTY: Moderate
REFERENCES: 10.5 Applications, Statistical Analysis, and Terminology for Nonexperimental, Quasi-
Experimental and Developmental Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.011 - Identify the statistical techniques that are appropriate for each
nonexperimental, quasi-experimental, and developmental design and explain the strengths
and weaknesses of two-group compared to multi-group designs.
KEYWORDS: Bloom’s: Apply

40. In a differential research design, the participant characteristic that is used to define the groups is called a(n) ____
variable.
a. independent
b. dependent
c. quasi-independent
d. quasi-dependent
ANSWER: c
DIFFICULTY: Moderate
REFERENCES: 10.5 Applications, Statistical Analysis, and Terminology for Nonexperimental, Quasi-
Experimental and Developmental Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.012 - Explain how the terms quasi-independent variable and dependent
variable are used in nonexperimental, quasi-experimental, and developmental research.
KEYWORDS: Bloom’s: Understand

41. Nonexperimental research typically involves looking at differences between preexisting groups or at changes that
occur over time.
a. True
b. False
ANSWER: True
DIFFICULTY: Moderate
REFERENCES: 10.1 Nonexperimental and Quasi-Experimental Research Strategies
LEARNING OBJECTIVES: GRAV.METH.16.10.01 - Define the experimental, nonexperimental, and quasi-experimental
research strategies and identify these strategies when they appear in a research report.
KEYWORDS: Bloom’s: Understand

42. Nonexperimental studies always contain a threat to internal validity, which means that these studies cannot establish
unambiguous cause-and-effect relationships.
a. True
b. False
ANSWER: True
DIFFICULTY: Moderate
REFERENCES: 10.1 Nonexperimental and Quasi-Experimental Research Strategies
LEARNING OBJECTIVES: GRAV.METH.16.10.01 - Define the experimental, nonexperimental, and quasi-experimental
research strategies and identify these strategies when they appear in a research report.
KEYWORDS: Bloom’s: Understand

43. Quasi-experimental studies attempt to minimize threats to validity but nonexperimental studies make little or no
attempt.
a. True
b. False
ANSWER: True
DIFFICULTY: Moderate
REFERENCES: 10.1 Nonexperimental and Quasi-Experimental Research Strategies
LEARNING OBJECTIVES: GRAV.METH.16.10.01 - Define the experimental, nonexperimental, and quasi-experimental
research strategies and identify these strategies when they appear in a research report.
KEYWORDS: Bloom’s: Understand

44. The concept of nonequivalent groups means that the number of participants is different from one group to another.
a. True
b. False
ANSWER: False
DIFFICULTY: Moderate
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.02 - Define a nonequivalent group design and identify examples of this
research design when it appears in a research report.
KEYWORDS: Bloom’s: Understand

45. History effects occur in nonequivalent group designs because the groups probably have different participant
characteristics.
a. True
b. False
ANSWER: False
DIFFICULTY: Moderate
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.03 - Explain how assignment bias threatens the internal validity of a
nonequivalent group design.
KEYWORDS: Bloom’s: Understand

46. Differential research is an example of the quasi-experimental research strategy.

a. True
b. False
ANSWER: False
DIFFICULTY: Moderate
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.04 - Describe the two nonexperimental nonequivalent group designs
(differential research and the posttest-only nonequivalent control group design) and the
quasi-experimental nonequivalent group design (pretest–posttest nonequivalent control group
design), and identify examples of these designs when they appear in a research report.
KEYWORDS: Bloom’s: Understand

47. A research study that compared married men, divorced men, and single adult men is an example of the differential
research design.
a. True
b. False
ANSWER: True
DIFFICULTY: Moderate
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.04 - Describe the two nonexperimental nonequivalent group designs
(differential research and the posttest-only nonequivalent control group design) and the
quasi-experimental nonequivalent group design (pretest–posttest nonequivalent control group
design), and identify examples of these designs when they appear in a research report.
KEYWORDS: Bloom’s: Apply

48. The posttest-only nonequivalent control group design comes close to being a true experiment and is therefore is a
quasi-experimental design.
a. True
b. False
ANSWER: False
DIFFICULTY: Difficult
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.04 - Describe the two nonexperimental nonequivalent group designs
(differential research and the posttest-only nonequivalent control group design) and the
quasi-experimental nonequivalent group design (pretest–posttest nonequivalent control group
design), and identify examples of these designs when they appear in a research report.
KEYWORDS: Bloom’s: Analyze

49. The pretest-posttest nonequivalent control group design reduces the threat of assignment bias and limits time-related
threats and therefore is a quasi-experimental design.
a. True
b. False
ANSWER: True
DIFFICULTY: Difficult
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.05 - Explain how a simple modification of the posttest-only
nonequivalent control group design increases internal validity and produces a quasi-
experimental design.
KEYWORDS: Bloom’s: Analyze
50. One group is measured before and after a treatment in a typical pre-post study.
a. True
b. False
ANSWER: True
DIFFICULTY: Easy
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.06 - Define a pre–post design and identify examples of this research
design when it appears in a research report.
KEYWORDS: Bloom’s: Understand

51. The internal validity of the pre-post designs is threatened by threats related to time.
a. True
b. False
ANSWER: True
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.07 - Identify the threats to internal validity for pre–post designs.
KEYWORDS: Bloom’s: Understand

52. In a pretest-posttest design, a researcher makes multiple observations before and after the introduction of a treatment.
a. True
b. False
ANSWER: False
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.08 - Describe the nonexperimental pretest–posttest design and the
quasi-experimental time-series design, and identify examples of these designs when they
appear in a research report.
KEYWORDS: Bloom’s: Understand

53. A pretest-posttest study is an example of a nonequivalent groups design.

a. True
b. False
ANSWER: False
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.08 - Describe the nonexperimental pretest–posttest design and the
quasi-experimental time-series design, and identify examples of these designs when they
appear in a research report.
KEYWORDS: Bloom’s: Analyze

54. The time-series design is an example of the quasi-experimental research strategy.

a. True
b. False
ANSWER: True
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.08 - Describe the nonexperimental pretest–posttest design and the
quasi-experimental time-series design, and identify examples of these designs when they
appear in a research report.
KEYWORDS: Bloom’s: Analyze

55. A researcher in Mississippi measured visits to the school counselor for a group of students for three weeks in the
spring. In the fall, immediately after a major hurricane, the researcher again measured the students’ counselor visits to see
if there had been any change. This researcher is using an interrupted time-series design.
a. True
b. False
ANSWER: True
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.08 - Describe the nonexperimental pretest–posttest design and the
quasi-experimental time-series design, and identify examples of these designs when they
appear in a research report.
KEYWORDS: Bloom’s: Apply

56. A differential research design comes closer to being a true experiment that other similar designs.
a. True
b. False
ANSWER: False
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.09 - Explain how replacing the single observation before and after
treatment with a series of observations converts the pretest–posttest design into a quasi-
experimental time-series design by minimizing threats to internal validity.
KEYWORDS: Bloom’s: Analyze

57. A cross-sectional design comparing three different ages would require three separate groups of participants.
a. True
b. False
ANSWER: True
DIFFICULTY: Easy
REFERENCES: 10.4 Developmental Research Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.010 - Define cross-sectional and longitudinal designs, identify these
designs when they appear in a research report, and describe the strengths and weaknesses of
each design.
KEYWORDS: Bloom’s: Understand

58. The changes that occur as a person ages from child to adult to elderly are called cohort effects.
a. True
b. False
ANSWER: False
DIFFICULTY: Moderate
REFERENCES: 10.4 Developmental Research Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.010 - Define cross-sectional and longitudinal designs, identify these
 designs when they appear in a research report, and describe the strengths and weaknesses of
each design.
KEYWORDS: Bloom’s: Understand

59. A repeated-measures analysis of variance is the appropriate statistical analysis for comparing mean differences for a
differential design comparing samples representing three populations.
a. True
b. False
ANSWER: False
DIFFICULTY: Moderate
REFERENCES: 10.5 Applications, Statistical Analysis, and Terminology for Nonexperimental, Quasi-
Experimental and Developmental Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.011 - Identify the statistical techniques that are appropriate for each
nonexperimental, quasi-experimental, and developmental design and explain the strengths
and weaknesses of two-group compared to multi-group designs.
KEYWORDS: Bloom’s: Apply

60. In a cross-sectional developmental study, age would be the quasi-independent variable.

a. True
b. False
ANSWER: True
DIFFICULTY: Moderate
REFERENCES: 10.5 Applications, Statistical Analysis, and Terminology for Nonexperimental, Quasi-
Experimental and Developmental Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.012 - Explain how the terms quasi-independent variable and dependent
variable are used in nonexperimental, quasi-experimental, and developmental research.
KEYWORDS: Bloom’s: Analyze

61. Describe the similarities and differences between experiments and nonexperiments or quasi-experiments.
ANSWER: Nonexperimental and quasi-experimental studies are similar to experiments in terms of their
general structure. Nonexperiments and quasi-experiments, like experiments, involve
comparing groups of scores. However, only in an experiment does a researcher create
treatment conditions by manipulating an independent variable. Although nonexperiments and
quasi-experiments resemble experiments, they contain a confounding variable or other threat
to internal validity that is an integral part of the design. Therefore, these studies cannot
establish unambiguous cause and effect relationships.
DIFFICULTY: Easy
REFERENCES: 10.1 Nonexperimental and Quasi-Experimental Research Strategies
LEARNING OBJECTIVES: GRAV.METH.16.10.01 - Define the experimental, nonexperimental, and quasi-experimental
research strategies and identify these strategies when they appear in a research report.
KEYWORDS: Bloom’s: Understand

62. Distinguish nonexperimental designs from quasi-experimental designs.

ANSWER: The difference between nonexperimental and quasi-experimental designs is the degree to
which they limit confounds and control for threats to internal validity. A nonexperimental
design makes little or no attempt to minimize threats. On the other hand, a quasi-
experimental design makes some attempt to minimize threats to internal validity and
approach the rigor of a true experiment.
DIFFICULTY: Easy
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.02 - Define a nonequivalent group design and identify examples of this
research design when it appears in a research report.
KEYWORDS: Bloom’s: Understand

63. Describe the fundamental flaw that prevents a nonequivalent group design from being a true experiment. (That is, why
can’t these designs produce an unambiguous cause-and-effect explanation?) Explain how the pretest scores in a pretest-
posttest nonequivalent control group design help reduce this problem.
ANSWER: The basic flaw with a nonequivalent group design is that there is no assurance that the
different groups in the study were equivalent before the treatments were administered. As a
result, there are always two possible explanations for any differences that may be found
between treatments: the differences may be caused by the treatments or the differences may
have existed before the treatments were introduced. This problem is reduced by the pretest
measurements in a pretest-posttest nonequivalent control group design. If the two groups
have similar pretest scores, then you have some assurance that the two groups are equivalent,
at least for the variable being measured.
DIFFICULTY: Moderate
REFERENCES: 10.2 Between-Subjects Nonexperimental and Quasi-Experimental Designs: Nonequivalent
Group Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.03 - Explain how assignment bias threatens the internal validity of a
nonequivalent group design.
KEYWORDS: Bloom’s: Understand

64. Describe the fundamental flaw that prevents a pre-post design from being a true experiment. (That is, why can’t these
designs produce an unambiguous cause-and-effect explanation?) Explain how the series of observations before the
treatment help reduce this problem.
ANSWER: The basic flaw with a pre-post design is that the observations take place over time, which
means that other events that change over time have an opportunity to influence the results.
For example, a typical time-series study compares observations before treatment with
observations after treatment. Although the treatment may be responsible for causing a
difference between the two sets of observations, it also is possible that other, time-related
factors may have caused the scores to change. Thus, there are always two possible
explanations for the differences that are found in a time-series study. This problem is reduced
if the study uses a series of observations before the treatment is administered. If outside
factors such as history or maturation are influencing the scores, the influence should be seen
in the pretest series of observations. If there are no differences among the pretest
observations, you can be more confident that outside factors are not affecting the data.
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.07 - Identify the threats to internal validity for pre–post designs.
KEYWORDS: Bloom’s: Understand

65. Describe the similarities and differences between time-series and interrupted time-series designs.
ANSWER: Both time-series designs require a series of observations for each participant before and after
a treatment or event. Both designs are quasi-experimental designs. In the time-series design,
the event that occurs in the middle of the series of observations is actually a treatment
manipulated or administered by the researcher. In contrast, in the interrupted time-series
design, the researcher does not manipulate the intervening event. This design can be used to
evaluate the influence of outside events such as natural disasters.
DIFFICULTY: Moderate
REFERENCES: 10.3 Within-Subjects Nonexperimental and Quasi-Experimental Designs: Pre-Post Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.08 - Describe the nonexperimental pretest–posttest design and the
quasi-experimental time-series design, and identify examples of these designs when they
appear in a research report.
KEYWORDS: Bloom’s: Understand

66. Describe how the relationship between memory ability and age could be examined using a cross-sectional design.
How would the relationship be examined with a longitudinal design?
ANSWER: Cross-sectional study would compare separate groups of participants, for example, a group of
60-year-old adults, a group of 70-year-old adults, and a group of 80-year-old adults. Memory
ability would be measured for all three groups and the scores would be compared. The
corresponding longitudinal study would evaluate memory ability for one group of
participants at three different times: first when they are 60 years old, again when they are 70
years old, and finally when they are 80 years old.
DIFFICULTY: Difficult
REFERENCES: 10.4 Developmental Research Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.010 - Define cross-sectional and longitudinal designs, identify these
designs when they appear in a research report, and describe the strengths and weaknesses of
each design.
KEYWORDS: Bloom’s: Apply

67. Describe the strengths and weaknesses of cross-sectional and longitudinal research.
ANSWER: The advantages of the cross-sectional study include that the data can be collected in a short
period of time and it does not require long-term cooperation between the researchers and the
participant. The disadvantages of the cross-sectional study include that individual changes
cannot be assessed and the problem of cohort or generation effects. The advantages of the
longitudinal study include the ability to assess individual change. The disadvantages of
longitudinal research include that it is time consuming, bias can be created when participants
drop out of the study, and the potential for practice effects.
DIFFICULTY: Moderate
REFERENCES: 10.4 Developmental Research Designs
LEARNING OBJECTIVES: GRAV.METH.16.10.010 - Define cross-sectional and longitudinal designs, identify these
designs when they appear in a research report, and describe the strengths and weaknesses of
each design.
KEYWORDS: Bloom’s: Evaluate
Random documents with unrelated
content Scribd suggests to you:
356); 27. 3 (347); viii. 23. 11 f. (the plebiscite for prolonging the
consular imperium, 327); x. 6. 9 (Ogulnian plebiscite, 300); 21. 9
(plebiscite ordering the praetor to appoint triumviri for conducting
colonies, 296). Cf. also Dion. Hal. x. 26. 4 f. (457); 30. 1; 48. 1
(454); 50. 3; xi. 54. 4 (444); Mommsen, Röm. Forsch. i. 208 ff. All
the citations from Dionysius, excepting the last, refer to pre-
decemviral time, and hence are anticipations of a later condition.
The first triumph by order of the people, without the consent of
the senate, according to Livy iii. 63. 11 (cf. Dion. Hal. xi. 50. 1),
took place in 449. It is to be noticed, however, that a magistrate
always had a right to triumph without permission either of the
senate or of the people (Mommsen, Röm. Forsch. i. 214 f.),
provided he paid his own expenses; Polyb. vi. 15. 8; Livy xxxiii.
23. 8. The resolution of the people on this occasion, if historical,
may have been a mere pledge of sympathy and confidence; cf. p.
293. But Herzog, Röm. Staatsverf. i. 194, doubts its reality.
The “ancient law long ago abolished,” which required the
consent of the senate to proposals brought before the people,
and which Sulla is said to have renewed (Appian, B. C. i. 59. 266;
cf. p. 406), is ordinarily referred, as by Mommsen, Röm. Staatsr.
iii. 158; Herzog, Röm. Staatsverf. i. 193, to the condition on the
validity of the plebiscite under discussion. Appian may have had
this restriction in mind, for we know at least that under the
constitution as reformed by Sulla the tribunes did propose laws de
senatus sententia; CIL. i. 204 (year 71); Bruns, Font. Iur. 94;
Girard, Textes, 66; Lange, Röm. Alt. iii. 154; Mommsen, Röm.
Staatsr. iii. 158; Fröhlich, in Pauly-Wissowa, Real-Encycl. iv.
1559.
[1684] Cf. Mommsen, Röm. Staatsr. iii. 157.
[1685] Lange’s idea (Röm. Alt. ii. 619; cf. i. 611, 614, 642) that
there was no statute which made the consent of the senate
essential to the validity of the plebiscite does not appear to be
well considered. Had the tribunes not been bound by written
enactment, they would have felt themselves free to legislate
without the senate’s coöperation, and even the law they tried in
vain to disregard.
[1686] Livy iii. 55. 13.
[1687] Cf. Mommsen, Röm. Staatsr. iii. 158.
[1688] Diod. xii. 25. 3: Ἐὰν δὲ οἱ δήμαρχοι μὴ συμφωνῶσι πρὸς
ἀλλήλους, κύριοι εἶναι τὸν ἀνὰ μέσον κείμενον μὴ κωλύεσθαι; Livy
iv. 48. 10-16 (416); 53. 6; v. 25. 1 (395); vi. 36. 8; 37. 3; 38. 5. The
same passages show the dependence of the government upon
the tribunes for checking innovations.
[1689] Livy iii. 69. 5 f.; iv. i. 6; 30. 15; 53. 2, 6 (407); 55. 1-5
(406); 60. 5 (403); v. 12. 3, 7 (397); vi. 27. 9 f. (376); 31. 4 (cf. 31.
1 f., year 374); vi. 36. 3 f.; Dion. Hal. xi. 54. 3 (444).
[1690] It is true that Livy (iv. 50. 6, 8; 56. 10-13, year 408; v. 9. 4
ff., year 402; vi. 35. 9) assigns the tribune this right; but on one
occasion (vii. 17. 12, year 356) he informs us that such a protest
was disregarded by the magistrate. We may suppose that in this
period they often attempted the power, but usually without
success. They possessed a growing influence in the right to
address the people, which must often have added an
overwhelming force to their protests; cf. Livy iv. 25. 1 (434); 58. 14
(406); v. 2. 2 ff. (403); ch. 6 (403). This kind of obstruction may be
meant by Livy iv. 36. 3 (424); 43. 3 (421); v. 17. 5 (397); vii. 21. 1
ff. (353). The government, on the other hand, continued to use the
levy for the obstruction of tribunician bills; Livy iv. 55. 1 (409); v.
11. 9 (401).
[1691] The principal recorded seditions are (1) the revolt
against the decemvirate in 449 (Livy iii. 50 ff.); (2) a plebeian
secession to the Janiculum in the struggle for the Canuleian law
(Florus i. 25); (3) a state of anarchy in 376 (Diod. xv. 61. 1),
which, according to Matzat (Röm. Chron. ii. 110), lasted about
four months; (4) a state of anarchy in the struggle for the Licinian-
Sextian laws (Diod. xv. 75. 1; Livy vi. 35. 10), which, according to
Matzat (ibid. ii. 112), continued three years, 376-373; (5) a
secession of the plebs to the Janiculum in the struggle which
resulted in the Hortensian legislation, 287 (Livy, ep. xi; Dio Cass.
Frag. 37; Zon. viii. 2. 1).
[1692] P. 104, 110, 116 f.
[1693] X. 47. 1.
[1694] P. 116 f.
[1695] P. 230.
[1696] Cf. Livy vi. 3. 2 (389); 33. 7 f. (377); vii. 19. 7 (353).
[1697] Livy vi. 14. 1: “Dictator ... minime dubius bellum cum his
populis patres iussuros” (385). In 381 the senate decreed that the
Tusculans should be punished with war (Livy vi. 25. 5), no
mention being made of the people; and the declaration of war
against the Latins in 340 appears to have been merely acclaimed
by the people who chanced at the time to be in front of the
senate-house; Livy viii. 6. 4-8.
[1698] Livy v. 49. 2 (390).
[1699] Livy iv. 58. 1 f.; v. 28. 5 (394); 50. 3 (390); vi. 10. 9 (382);
vii. 19. 4 (353); 22. 5 (351); 38. 1 (343); viii. 2. 1 (341); 19. 1-3
(330); x. 11. 13 with 12. 1, 13 (298); 45. 4 (293); p. 302.
[1700] Livy viii. 11 f., 14 (340, 338). It punished for revolt; ibid.
viii. 20. 7 (329).
[1701] Livy vi. 26. 8; viii. 11. 16; p. 304.
[1702] P. 273.
[1703] Livy v. 19. 6 (396); cf. iv. 27. 1 (431).
[1704] Livy v. 50 (390).
[1705] Cf. Livy vii. 28. 5 f. (345).
[1706] Livy iv. 59. 11 (406); p. 367. The statement of Diodorus,
xiv. 16. 5, that the Romans voted to pay for military service does
not necessarily point to an act of the assembly; and the
opposition of the tribunes to the measure indicates that at least in
Livy’s opinion it was an act of the senate alone.
[1707] Cf. the tributum for the new wall; Livy vi. 32. 1.
[1708] Cf. Livy v. 30. 8 (393); p. 295, 310.
[1709] Livy iv. 11; 47. 6; v. 24. 4; 30. 8; ix. 28. 8 (313); Vell. i.
14. 1; p. 310.
[1710] Livy vi. 4. 5 (389).
[1711] Livy v. 13. 5 (399).
[1712] Livy iv. 30. 9 (428).
[1713] Livy x. 1. 3 (303).
[1714] Livy iv. 46. 10; 56. 8; vi. 11. 10; vii. 6. 12; 21. 9; vii. 3. 4;
viii. 17. 3; 29. 9 (325).
[1715] Livy v. 9. 6 (402).
[1716] Livy v. 9; 17. 2 f. (397); 31 f. (392, 391); viii. 3. 4 (341).
[1717] Livy viii. 16. 11; 20. 7; 39. 15 (322).
[1718] P. 277, n. 4.
[1719] Livy vi. 19. 3 (384).
 [1720] Livy iii. 54. 5, 9, 11 (449).
[1721] Livy iii. 65. 1 (448). That the coöptation of tribunes was
once legal is proved by a formula quoted by Livy iii. 61. 10. That
the coöpted tribunes were patrician is now generally disbelieved
(cf. Herzog, Röm. Staatsverf. i. 195) because it does not accord
with the conventional view of a constitution kept in perfect working
order from the beginning to the end of Roman history. The
irregular is possible and is less likely to be invented.
[1722] Livy iii. 65. 1-4; Diod. xii. 25. 3. Diodorus, who mentions
the penalty, connects the law closely in time, as does Livy, with
the reëstablishment of the constitution.
[1723] V. 10. 11; 11. 1-3.
[1724] Livy iv. 16. 3 (439).
[1725] Continuous fasti tribunicii, however, did not exist.
[1726] Thereafter when a vacancy occurred during the year, it
was filled by election; Appian, B. C. i. 13. 54; Plut. Ti. Gracch. 13.
[1727] Tac. Ann. xi. 22; Cic. Fam. vii. 30. 1; cf. Gell. xiii. 15. 4.
[1728] Livy ix. 46. 1 f.; xxv. 2. 7; Varro, R. R. iii. 17. 1; Cic.
Planc. 20. 49; Piso, in Gell. vii. 9. 2.
[1729] Sall. Iug. 63.
[1730] Gell. xiii. 15. 4.
[1731] P. 280.
[1732] P. 241, 268.
[1733] Cf. Cic. Leg. iii. 19. 45; Livy xxvi. 3. This subject is
admirably presented by Lange, Röm. Alt. ii. 578-80.
[1734] Cic. Inv. i. 38. 68.
[1735] Cf. Livy v. 11. 4; 12. 2; 29. 6 f.; viii. 33. 17; xxvi. 3. 6.
[1736] Livy xxvi. 3. 6-9; p. 307 f., 322 above.
[1737] P. 234, 269 above; Cic. Rep. ii. 35. 60; Livy iv. 30. 3. The
equivalents are mentioned in connection with the lex Aternia
Tarpeia; Gell. xi. 1. 2; Fest. 202. 11; 237. 13; ep. 144; Lange,
Röm. Alt. i. 622; Herzog, Röm. Staatsverf. i. 172, 639. The law is
no proof of the existence of coins at that time.
[1738] Cato, Orig. v. 5; Fest. 246 (lex Silia); Cic. Rep. 35. 60;
Livy iv. 30. 3; Karlowa, Röm. Rechtsgesch. i. 409; Lange, Röm.
Alt. ii. 580.
[1739] Livy viii. 37. 8 ff. A tribune of the plebs brought before
the tribes certain Tusculans, accused of having incited
neighboring states against Rome, 323. They were acquitted; p.
310.
[1740] Livy iv. 11. 3-7. This is one of the few prosecutions of
inferior officials for maladministration; Mommsen, Röm. Staatsr. ii.
323, n. 2. The event is too early to be certain.
[1741] Livy iv. 40. 4; 41. 10 f.; Lange, Röm. Alt. ii. 581.
[1742] Livy v. 11. 4 ff.; 12. 1.
[1743] P. 244 f.
[1744] Livy vi. 1. 6.
[1745] Livy vii. 3-5.
[1746] Off. ii. 31. 112.
[1747] Livy x. 37. 7; cf. xxix. 19. 6 f.; Mommsen, Röm. Staatsr.
ii. 320, n. 3.
[1748] Livy x. 46. 16.
[1749] Livy, ep. xi; cf. p. 306 below.
[1750] Livy, ep. xi; Dion. Hal. xvii. 4 f.; Dio Cass. Frag. 36. 32.
Dionysius states the fine at 50,000 denarii.
[1751] Livy v. 29. 6 f. Lange, Röm. Alt. i. 823; ii. 581, looks with
suspicion on this case because it is the only one of the kind in the
period. Mommsen, Röm. Staatsr. ii. 323, n. 1, considers it an
anticipation of the condemnation of the tribunes in 84 for having
taken the side of Sulla.
[1752] Livy iv. 21. 3 f.
[1753] Livy vi. 38. 9; Plut. Cam. 39.
[1754] P. 247, 248, n. 1.
[1755] Cf. Mommsen, Röm. Staatsr. ii. 282, 475. In time the
aediles themselves received viatores through a lex Papiria of
unknown date; CIL. vi. 1933.
[1756] Dion. Hal. vii. 35. 4; Plut. Cor. 18. For this reason
tribunician sentences continued to the end to be executed by a
tribune or an aedile; Mommsen, Röm. Staatsr. i. 146.
[1757] Dion. Hal. vi. 90. 2; cf. 95. 4; Zon. vii. 15. 10.
 [1758] Livy iii. 31. 4-6; Dion. Hal. x. 48; Pliny, N. H. vii. 29. 201.
[1759] P. 264, 272. Mommsen, Röm. Staatsr. ii. 475, n. 3,
however, who looks upon it as a legally credible tradition, remarks
that the competence of the aediles, at that time coextensive with
that of the tribunes, must afterward have been limited by the
Twelve Tables.
[1760] As in 204, when an aedile was sent to arrest Scipio,
should circumstances favor his apprehension: Livy xxix. 20. 11;
xxxviii. 52. 7. More frequently they executed the sentence; p. 290,
n. 5.
[1761] Livy vii. 16. 9; Dion. Hal. xiv. 12 (22); Pliny, N. H. xviii. 3.
17; Plut. Cam. 39; Val. Max. viii. 6. 3.
[1762] Livy x. 13. 14; cf. Greenidge, Leg. Proced. 341.
[1763] Livy x. 23. 13. We are not informed whether these cases
came before the assembly.
[1764] Livy x. 47. 4.
[1765] Livy vii. 28. 9. The rank of the prosecutor cannot be
more definitely stated.
[1766] Pliny, N. H. xxxiii. (6.) 19. The accuser, Cn. Flavius, was
curule aedile; Livy ix. 46. 1.
[1767] Livy x. 23. 11 f. The prosecutors were curule aediles.
[1768] Livy viii. 22. 3; Val. Max. viii. 1. 7. Fourteen of the twenty-
nine tribes then existing had declared against him, when the
prosecuting aedile by an unintentional expression turned the vote
in his favor. This result is to be explained on the supposition that
the proceedings were at that point interrupted, and the whole vote
taken again; Lange, Röm. Alt. ii. 486.
[1769] Mommsen, Röm. Staatsr. ii. 493, n. 3; Lange, Röm. Alt.
ii. 584. From the nature of the process we infer that it was
aedilician; and as the accuser was a patrician, his aedileship must
have been curule.
[1770] P. 233, 269, 287.
[1771] P. 264.
[1772] P. 103.
[1773] P. 102, n. 1.
[1774] P. 273 ff.
 [1775] Livy iii. 54. 14.
[1776] Ibid. § 15.
[1777] Livy iii. 55. 14.
[1778] Mommsen, Röm. Staatsr. ii. 279, n. 1, 302.
[1779] We have no means of testing the historical truth of these
three alleged plebiscites. The first Icilian was of transient
character, and the first Duillian was unnecessary, though not
especially suspicious on that account. The second Duillian
represents constitutional principles known to have been early
established. They are doubted by Herzog, Röm. Staatsverf. i. 149
f.
[1780] XII. 25. 2. He does not state that this arrangement was
embodied in a law, although otherwise it could not have been
effective.
[1781] Pais, Stor. di Rom. I. i. 558 f. The fact that Fabius Pictor
(in Gell. v. 4. 3) places the election of the first plebeian consul in
the twenty-second year after the Gallic conflagration indicates (1)
that Diodorus did not depend upon Fabius, (2) that Livy’s view of
this constitutional change is essentially that of Fabius; cf. Pais,
ibid. I. ii. 136, n. 2.
[1782] Livy iii. 63. 8-11; Dion. Hal. xi. 50. 1; Act. Triumph.
Capit., in CIL. i². p. 44; cf. Herzog, Röm. Staatsverf. i. 194.
[1783] Livy vii. 17. 9; Act. Triumph. Capit., in CIL. i². p. 44. In
this case it is possible that the senate for a time resisted, to yield
finally under pressure.
[1784] Cf. Polyb. vi. 15. 8; Dio Cass. Frag. 74. 2; Lange, Röm.
Alt. ii. 623.
[1785] Postumius, consul in 294, when refused a triumph by the
senate, refrained from bringing the case before the people
because he foresaw tribunician resistance, but declared his
intention to triumph by right of his consular imperium; Livy x. 37.
6-12; Dion. Hal. xvii, xviii. 5. 3 (18); Act. Triumph. Capit. in CIL. i².
p. 45. Q. Minucius, consul in 197, when refused by the senate,
asserted that he would triumph on the Alban Mount, also by right
of his consular imperium and after the example of many illustrious
men; Livy xxxiii. 23. 3; CIL. i². p. 48; cf. Mommsen, Röm. Forsch.
i. 214 f.; Röm. Staatsr. iii. 134.
[1786] P. 273, 284.
 [1787] Cf. Livy iv. 20. 1; vi. 42. 8.
[1788] P. 285; cf. p. 301.
[1789] Cic. Rep. ii. 37. 63; Livy iv. 1-6; Flor. i. 17. 25. The
commonly accepted theory that this decemviral enactment merely
confirmed a custom which had existed from the beginning of
Rome is supported neither by the sources nor by a comparison of
early usage in other states.
[1790] P. 234.
[1791] P. 286.
[1792] Livy iii. 71 f.; Dion. Hal. xi. 52. Herzog, Röm. Staatsverf.
i. 198, n. 4, finds difficulties in the details; but we are not
warranted in denying the truth of the event on the ground of
irregularity in the proceedings, even while we admit that much is
uncertain in the history of the period to which the act is assigned.
[1793] P. 230, 283.
[1794] The institution of new offices and the increase in number
within existing magisterial colleges by act of the centuries (cf. p.
234) is merely the application of a long-recognized popular right.
[1795] Livy iv. 12. 8. This alleged act of the tribes is suspicious
because of its isolation; for in this period offices were instituted by
the centuries. It is either exceptional or an anticipation of later
usage; cf. p. 306.
[1796] Livy iv. 25. 13 f. The same author, vii. 15. 12 f., states
that the first lex de ambitu was enacted in 358; p. 296.
[1797] Livy iv. 51. 2 f.; Flor. i. 17. 2 (22); Zon. vii. 20. 5. The act,
like that of 440, is either exceptional or an anticipation of later
usage; cf. p. 309.
[1798] Livy vi. 20. 13. The context indicates that in Livy’s
opinion it was a resolution of the plebs. Dio Cass. Frag. 25.
Whether the order of the people, 437, directing the dictator at
public expense to present a golden crown of a pound weight to
Jupiter was dictatorial or tribunician cannot be determined; Livy iv.
20. 4.
[1799] Cf. iv. 48. 1; 53. 6; v. 12. 3; vi. 5. 2; 6. 1.
[1800] Livy iv. 36. 2 (424).
 [1801] Livy iv. 59. 11; Diod. xiv. 16. 5; Zon. vii. 20. 6; Flor. i. 6
(12). 8; cf. Lange, Röm. Alt. i. 540, 668 f.; ii. 627; Herzog, Röm.
Staatsverf. i. 212 f.; p. 284 above.
[1802] Livy vi. 42. 2; cf. Wissowa, Relig. u. Kult. d. Röm. 461.
[1803] The word utique, “at least,” inserted in this article by Livy,
vi. 35. 5, belongs to the Genucian law of 342; p. 299.
[1804] Livy vi. 35. 4 f.; 42. 9; xxxiv. 4. 9.
[1805] In his account of the Licinian-Sextian legislation he
makes no mention of this last regulation, but assumes its
existence for the following period; cf. p. 291 f., on aedilician
prosecutions for violations of this article.
Other sources for the second Licinian-Sextian plebiscite are
Varro, R. R. i. 2. 9; Plut. Cam. 39; Ti. Gracch. 8; Appian, B. C. i. 8.
33; Vell. ii. 6. 3; Val. Max. viii. 6. 3; (Aurel. Vict.), Vir. Ill. 20.
The statute, especially the agrarian portion, is discussed by
Meyer, in Rhein. Mus. xxxvii (1882). 610-27; Niese, in Hermes,
xxiii (1888). 410-23; Röm. Gesch. 55, 148; Soltau, in Hermes, xxx
(1895). 624-9; Pais, Stor. di Rom. I. ii. 72 ff., 134 ff. Niese refuses
to believe that this agrarian legislation came so early, and prefers
a date shortly after the close of the war with Hannibal. Soltau,
controverting Niese’s view, insists that the chief regulation
mentioned by Livy—the limitation of occupation to five hundred
iugera—belongs to Licinius and Sextius, and that the article was
afterward renewed, with the addition of the other provisions stated
by Appian, probably about the time of the Hortensian legislation.
Against the earlier date is especially urged the circumstance that
the large number of iugera allowed to the individual is
incongruous with the narrow limits of the Roman territory at that
time. The provision for the relief of debtors, too, has the
appearance of an anticipation of a plebiscite on the same subject
passed in 447; p. 298 below; cf. Matzat, Röm. Chron. ii. 113, n. 9;
128, n. 6.
[1806] Livy vii. 15. 12 f.; Isler, Ueber das poetelische Gesetz de
ambitu, in Rhein. Mus. xxviii (1873). 473-7; Lange, Kleine
Schriften, ii. 195-213; Röm. Alt. i. 716; Herzog, Röm. Staatsverf. i.
241 f.; Ihm, in Pauly-Wissowa, Real-Encycl. i. 1801; cf. p. 295
above.
[1807] P. 202.
[1808] P. 235, 314.
 [1809] Livy vii. 16. 7 f.; cf. Herzog, Röm. Staatsverf. i. 246-8;
Lange, Röm. Alt. i. 191; ii. 26, 621.
[1810] Livy vii. 16. 8.
[1811] Livy vii. 16. 1. Two laws of 356 have a certain degree of
financial interest: the dictatorial law which made provision for an
impending war (Livy vii. 17. 7); and the alleged resolution of the
people (p. 293) to grant the same dictator the privilege of a
triumph.
[1812] Tac. Ann. vi. 16; cf. Herzog, Röm. Staatsverf. i. 183, n.
3.
[1813] Livy vii. 21, 5; cf. Herzog. Röm. Staatsverf. i. 245. That
the bank commission owed its existence to a law is an inference
from the circumstances. The form of assembly is unknown. With
this Valerian-Marcian law, 352, Lange, Röm. Alt. ii. 621 f.,
conjecturally identifies the lex Marcia against usurers; Gaius iv.
23. In his opinion also (ibid. ii. 622; cf. Rudorff, Röm.
Rechtsgesch. i. 51) the lex Furia de sponsu mentioned by Gaius,
iii. 121; iv. 22, “discharging the sponsor and fide-promissor of
liability in two years and limiting the liability of each to a
proportionate part” (Poste’s interpretation) belongs to L. Furius,
dictator in 345 (Livy vii. 28. 2); whereas others assign it to the
year 95 (cf. Poste, Gai. Inst. 359) and others to a time
subsequent to Cicero (cf. Roby, Rom. Priv. Law, ii. 30). It was
later than the lex Appuleia de sponsu, which is referred to by
Gaius iii. 122, and which must have been enacted after the
establishment of the provincial system. It is to be attributed,
accordingly, to the famous tribune of 103, 100 (Poste, ibid. 359)
rather than to the like-named tribune of 390 (Livy v. 32. 8; Lange,
Röm. Alt. ii. 621). These considerations render the later dating of
the lex Furia the more probable. The lex Publilia de sponsu, the
date of which is also unknown, granted the surety (sponsor) an
action against the principal debtor in case the latter failed to
reimburse him within six months; Gaius iii. 127; iv. 22, cf. 171.
[1814] Livy vii. 27. 3; Tac. Ann. vi. 16. The author is not named.
[1815] P. 238.
[1816] Livy vii. 42. 1-3. Appian, B. C. i. 54, testifies to the
existence of an ancient law forbidding interest; cf. Tac. Ann. vi.
16.
 [1817] Pais, Stor. di Rom. I. ii. 270, with his usual acumen has
argued against the existence of the Genucian as well as of the
Publilian statute; but the reasons urged by this eminent scholar
do not seem to me to be convincing. The period in which they fall
is certainly within the reach of tradition. The abolition of debts
through the Valerian law was in keeping with the populistic spirit
of the masses in that age, as was the prohibition of interest.
[1818] Pais, Stor. di Rom. I. ii. 278, n. 4: “Thus C. Junius
Bubulcus and Aemilius Barbula, consuls in 317, reappear in 311
b.c.; L. Papirius Cursor is consul in 320, 319, 315, 313; P. Decius
is consul in 312 and in 308,” etc.; cf. further Mommsen, Röm.
Staatsr. i. 519, n. 5. It is true that on one occasion Livy, x. 13. 8 f.
(298), speaks of the law and of a proposal of the tribunes to
obtain a dispensation for the candidate Fabius by a vote of the
people, oblivious of the violation of the law by this same Fabius
as well as by many others.
[1819] Livy xxiii. 31. 13 f.; Plut. Marc. 12 (215). On that
occasion when the people were told that the election of two
plebeians as colleagues in the consulship was displeasing to the
gods, they proceeded to choose a patrician in place of the second
plebeian; cf. Herzog, Röm. Staatsverf. i. 253, n. 2. The first
definitive election of two plebeians was in 172; Fast. Cos. Capit.,
in CIL. i². p. 25: “Ambo primi de plebe.”
[1820] Cf. Herzog, Röm. Staatsverf. i. 253.
[1821] Livy viii. 12. 14-16.
[1822] P. 235.
[1823] P. 237.
[1824] P. 307.
[1825] P. 274, 313.
[1826] The most detailed study of this subject, including a
critique of the principal modern views, is made by Soltau,
Gültigkeit der Plebiscite, in Berl. Stud. ii (1885). 1-176. His
criticism is more satisfactory than his construction.
[1827] This point is established by the circumstances (1) that
no writer of the period refers to the principle mentioned; (2) that
Cicero regards the thirty-five tribes under tribunician presidency
as the universus populus Romanus—a definition which is
incompatible with the legal exclusion of the patricians from that
form of assembly (p. 129 f.); (3) that on one occasion, 209, after
the Hortensian legislation Livy (xxvii. 21. 1-4) represents the
voting assembly under tribunician presidency as composed not
only of plebs but of all ranks (concursu plebisque et omnium
ordinum), and that the patricians were evidently free to take part
in the debates of the concilium; cf. Livy xliii. 16. 8; (4) Caesar, B.
C. iii. 1, seems to represent the praetors and tribunes as
presiding together over the same comitia (“praetoribus tribunisque
plebis rogationes ad populum ferentibus”)—which would prove
that no difference of composition existed between the pretorian
and the tribunician assemblies of tribes.
[1828] P. 230.
[1829] Livy ix. 5. 2.
[1830] Inv. ii. 30. 92.
[1831] Livy ix. 8. 14: the tribunes protested against breaking it.
[1832] Livy ix. 10. 10: the circumstance that he assaulted the
Roman fetialis is sufficient evidence of his view.
[1833] IX. 9. 4. Gellius, xvii. 21. 36, less credibly states that the
treaty was repudiated by order of the people.
[1834] Livy ix. 5-11; Cic. Off. iii. 30. 109; Inv. ii. 30. 92; Zon. vii.
26. 15.
[1835] Livy ix. 9. 4.
[1836] Livy viii. 36. 11 f. (ambassadors of the Samnites,
applying for peace to the dictator, are ordered by him to address
the senate, which replies that it will accept the arrangements of
the magistrate, 324); ix. 20. 8 (an unequal alliance with Apulia
negotiated by the consul, 317); ix. 43. 6 f. (the Hernicans, beaten
in war, apply to the senate, and are referred to the consuls, who
accept their submission, 307); ix. 45. 1-3 (Samnite ambassadors
ask peace of the senate, which replies that the consul will pass
through their country and will report to the senate on the
conditions which he finds there, 304); x. 3. 5 (the dictator, fining
the Marsians of a part of their territory, grants them a renewal of
the treaty, 302). In none of these instances is mention made of
the people; and most of them preclude a popular vote.
[1837] Sall. Iug. 39.
[1838] Cf. Livy ix. 20. 2 f. (318), in which a proposal of peace
was rejected by the people. In the treaty with the Lucanians, 298,
Livy, x. 11. 13; 12. 1, mentions the senate only; Dionysius, xvii,
xviii (xvi. 12). 1. 3, speaks of both senate and assembly.
[1839] Cf. Livy ix. 20. 2 f.
[1840] Polyb. vi. 14. 10 f.; 15. 9.
[1841] P. 181.
[1842] Röm. Alt. i. 514; ii. 638; p. 283 above.
[1843] Livy viii. 13. 10 ff.; ch. 14.
[1844] The gift of citizenship, adprobantibus cunctis, to L.
Mamilius, dictator of Tusculum, 458, does not necessarily imply a
public vote; Livy iii. 29. 6. Even if this were the opinion of Livy, it
need be no more than an anticipation of later usage. In 381 the
Tusculans received the citizenship, how we are not informed; Livy
vi. 26. 8; Dio Cass. Frag. 28. 2. In the account of the settlement of
Latium and Campania in 340, involving the grant of citizenship to
the Capuan equites, no mention is made of either senate or
people; Livy viii. 11. 13-16. The sources are likewise silent as to a
popular vote in the grant of citizenship sine suffragio to the
Caerites; Livy vii. 20. 8; Dio Cass. Frag. 33 (Boissevain i. p. 138);
Strabo v. 2. 3, p. 220; Gell. xvi. 13. 7. From Livy and Dio Cassius
it may be reasonably inferred that the event took place after 353,
though Boissevain’s date, 273, seems to be too late. Probably
they were admitted between 353 and 332—before the hundred
years’ peace had far advanced.
[1845] Livy viii. 17. 12.
[1846] Röm. Alt. ii. 638.
[1847] I. 14. 4.
[1848] Livy viii. 21. 10. Nothing is said as to the chairmanship of
the assembly. The event is referred to by Dio Cass. Frag. 35. 11.
[1849] Livy ix. 43. 24.
[1850] P. 352.
[1851] Lange, Röm. Alt. ii. 610 f., 638.
[1852] P. 234. The only exception is the creation of a prefecture
of the market by a plebiscite in 440; p. 295.
[1853] Livy viii. 23. 11 f.
[1854] Livy x. 22. 9.
[1855] Livy ix. 42. 2.
 [1856] Livy x. 16. 1.
[1857] Dion. Hal. xvii, xviii (xvi. 16). 4. 4.
[1858] Lange, Röm. Alt. ii. 640.
[1859] Livy x. 24. 18; cf. Willems, Sén. Rom. ii. 531. For other
versions of the event, see Livy x. 26. 5 f.
[1860] Livy, ep. xi; p. 359 above. Probability favors the
tribunician assembly.
[1861] Livy ix. 20. 5.
[1862] Fest. 233. 14.
[1863] Mommsen, Röm. Staatsr. ii. 609.
[1864] Lange, Röm. Alt. ii. 73, 632. Cuq, in Daremberg et
Saglio, Dict. iii. 1144, assumes that it was proposed by L. Furius,
praetor in that year.
[1865] Livy ix. 30. 3.
[1866] P. 234.
[1867] Livy ix. 30. 3 f. In ix. 38. 2 he refers to a naval
commander whom the senate placed in charge of the coast, and
whom Mommsen, Röm. Staatsr. ii. 580, n. 1, supposes to have
been a duovir. That a duovir commanded a fleet in 282 is proved
by Livy, ep. xii; Dio Cass. Frag. 39. 4. Probably the triumviri
capitales, 289, were created by a similar act of the tribes; Livy, ep.
xi; p. 312.
[1868] P. 309.
[1869] P. 311.
[1870] Lange, Röm. Alt. ii. 534, 636.
[1871] Fest. 246. 19.
[1872] The brief statement of Festus, ibid., is here interpreted in
the light of Livy xxiii. 23. 6. In general on the Ovinian plebiscite,
see Lange, Kleine Schriften, ii. 393-446; Willems, Sén. Rom. i.
153-173, 668-89; Herzog, Röm. Staatsverf. i. 259 ff.; Mommsen,
Röm. Staatsr. ii. 418; iii. 873, 879.
[1873] Cf. Livy iv. 5. 2; p. 287 above.
[1874] Cf. Gell. x. 20. 4, 9 f.
[1875] Cf. Livy viii. 16. 4; ix. 7. 15; 28. 2; Diod. xix. 66. 1; p.
299, n. 3.
 [1876] Livy x. 13. 8 f.
[1877] Röm. Alt. ii. 641.
[1878] Livy x. 22. 9.
[1879] It is the only instance mentioned for this early time.
[1880] Livy x. 13. 10: “Iam regi leges, non regere”; cf. Appian,
Lib. 112; Lange, Röm. Alt. ii. 641.
[1881] P. 295 f.
[1882] P. 293, 295, n. 6.
[1883] Div. i. 26. 55; Macrob. Sat. i. 11. 13 (on the reading, see
Mommsen, in Hermes iv (1870). 7; Lange, Röm. Alt. ii. 634.
[1884] Livy viii. 13. 1.
[1885] Macrob. Sat. i. 11. 5; Cuq, in Daremberg et Saglio, Dict.
iii. 11. 54. On these games, see Marquardt, Röm. Staatsv. iii. 497;
Wissowa, Relig. u. Kult. d. Röm. 111 f., 385 f.
[1886] Livy ii. 36; Dion. Hal. vii. 68; Plut. Cor. 24; Val. Max. i. 7.
4; cf. Lange, Röm. Alt. ii. 634.
[1887] Livy ix. 46. 7.
[1888] Röm. Alt. i. 828; ii. 634.
[1889] Cic. Dom. 49. 127 f.; Att. iv. 2. 3.
[1890] Livy x. 6 f. He has evidently made a mistake in
supposing the number of pontiffs to have been increased to only
eight (chs. 6. 6; 8. 3; 9. 2; cf. Bardt, Priester der vier grossen
Collegien, 32 f.; Wissowa, Relig. u. Kult. d. Röm. 432, n. 4.)
[1891] P. 240, 241, 269, 280.
[1892] P. 241 f.
[1893] P. 295.
[1894] Livy viii. 18. 3 ff.; Val. Max. ii. 5. 3; Oros. iii. 10; August.
Civ. Dei, iii. 17. p. 124 Domb. The lex de veneficio mentioned by
Livy, ep. viii, may refer to the act which established this court; but
it would not be legitimate to argue from this expression a popular
vote. The epitomator undoubtedly drew all his information from
the text.
[1895] Livy ix. 26. 6 ff.; cf. however, Lange, Röm. Alt. ii. 637.
 [1896] Livy viii. 37. 8; Val. Max. ix. 10. 1; Pliny, N. H. vii. 42. 43.
136; p. 288, n. 1.
[1897] Lange, Röm. Alt. ii. 637.
[1898] Livy ix. 16. 10; xxvi. 33. 10.
[1899] Cic. Rep. ii. 34. 59; Livy viii. 28; Varro, L. L. vii. 105;
Dion. Hal. xvi. 5 (9); Suidas, s. v. Γάιος Λαιτώριος; cf. Kleineidam,
in Festg. f. F. Dahn, ii. 1-30.
[1900] Varro, ibid., assigns the law to a dictator, C. Popillius,
which may be a mistake for C. Poetelius, dictator in 313; Livy ix.
28. 2.
[1901] Greenidge, Leg. Proced. 74.
[1902] P. 238.
 [1903] P. 284.
[1904] Livy, iv. 11. 3-7, represents the tribunes of 442 as
attempting to call to account the colonial commissioners of that
year (cf. p. 288). In 418 they planned to offer a bill for colonizing
Labici (Livy iv. 47. 6). In 415 a bill for colonizing Bolae, introduced
by a tribune of the plebs, was vetoed by a colleague; Livy iv. 49.
6; cf. Diod. xiii. 42. 6. Many similar instances are given for the
time immediately following; cf. Lange, Röm. Alt. ii. 626 f. with
citations. Although we may question the truth of these individual
cases, we have no ground for doubting that such agitation
continued long before the tribunes succeeded in carrying a
colonial law.
[1905] Livy x. 21. 9; p. 307.
[1906] Livy viii. 36. 9 f.; ix. 42. 5.
[1907] Cf. Livy x. 6. 3; 21. 9; Herzog, Röm. Staatsverf. i. 282 f.
[1908] Cf. Livy x. 17. 10; 20. 16; 25. 3; 30. 10: “Praemia illa
tempestate militiae haudquaquam spernenda”; 31. 4; 44. 1; 45.
14; 46. 15.
[1909] Livy x. 13. 14; 23. 13; 47. 4.
[1910] Livy x. 46. 5 f.
[1911] Livy x. 31. 8; 47. 6; ep. xi; Zon. viii. 1. 10; Val. Max. i. 8.
2.
[1912] Livy x. 23. 11 f.
[1913] P. 307, n. 1, 332.
[1914] P. 279.
[1915] Boissevain’s reading.
[1916] The chief source is a mutilated fragment of Dio Cassius
viii. 37. 2-4, which is paraphrased in the text above. The account
given by Zonaras viii. 2 is a brief epitome of the fragment, adding
the circumstance of the foreign war. The restoration of the
fragment is due chiefly to Niebuhr, Rhein. Mus. ii (1828). 588 ff.
See also the edition of Dio Cassius by Boissevain, i. 110 f. and by
Melber, i. 108 f. The secession to the Janiculum is mentioned by
Livy, ep. xi, and by Pliny, N. H. xvi. 10. 37.
 [1917] Pliny, N. H. xvi. 10. 37: “Q. Hortensius dictator, cum
plebes secessisset in Ianiculum, legem in aesculeto tulit, ut quod
ea iussisset omnes quirites teneret”; Gaius i. 3: “Unde olim patricii
dicebant plebiscitis se non teneri, quia sine auctoritate eorum
facta essent; sed postea lex Hortensia lata est, qua cautum est ut
plebiscita universum populum tenerent; itaque eo modo legibus
exaequata sunt”; Laelius, in Gell. xv. 27. 4: “Ita ne leges quidem
proprie, sed plebisscita appellantur, quae tribunis plebis
ferentibus accepta sunt, quibus rogationibus ante patricii non
tenebantur, donec Q. Hortensius dictator legem tulit, ut eo iure,
quod plebs statuisset, omnes quirites tenerentur”; Pomponius, in
Dig. i. 2. 2. 8: “Quia multae discordiae nascebantur de his plebis
scitis, pro legibus placuit et ea observari lege Hortensia: et ita
factum est, ut inter plebis scita et legem species constituendi
interesset, potestas eadem esset.”
[1918] P. 235, 372.
[1919] This fact is clearly expressed by Gaius; see p. 313, n. 2
above.
[1920] Before acquiring this right they had been accustomed to
sit on their bench at the door of the curia, in order to watch the
proceedings within. Though as yet without an unrestricted legal
right of intercession, they had attempted to force their veto upon
the senate; Val. Max. ii. 2. 7; Zon. vii. 15. 8; cf. Mommsen, Röm.
Staatsr. ii. 316 f. The wording of the law of 304 regarding the
dedication of a temple or altar indicates that the tribunes had not
yet acquired the right to convoke the senate and bring measures
formally before it; Mommsen, ibid. p. x, n. 2.
[1921] P. 270.
[1922] Granius Licinianus, in Macrob. Sat. i. 16. 30: “Lege
Hortensia effectum, ut fastae essent (nundinae), uti rustici, qui
nundiniandi causa in urbem veniebant, lites componerent.
Nefasto enim die praetori fari non licebat”; § 29: “Iulius Caesar
sexto decimo auspiciorum libro negat nundinis contionem
advocari posse, id est cum populo agi: ideoque nundinis
Romanorum haberi comitia non posse”; cf. p. 471 below.
[1923] P. 139.
[1924] P. 471 below; cf. Lange, Röm. Alt. ii. 644; Herzog, Röm.
Staatsverf. i. 287 f.; Mommsen, Röm. Staatsr. iii. 372 f.
[1925] P. 243, 287 f.
 [1926] P. 247, 289.
[1927] P. 309.
[1928] P. 290.
[1929] p. 248 ff.
[1930] P. 330 ff.
[1931] P. 248.
[1932] (Aurel. Vict.) Vir. Ill. 50. 1.
[1933] Livy xxii. 35. 3; 40. 3; 49. 11; xxvii. 34. 3 f.; xxix. 37. 13 f.
[1934] P. 62.
[1935] Livy xxiv. 18. 3, 6.
[1936] Livy xxii. 53. 4 f.
[1937] Livy xxiv. 43. 1-3; cf. Klebs, in Pauly-Wissowa, Real-
Encycl. ii. 2093.
[1938] A similar attempt in 204 by Cn. Baebius, tribune of the
plebs, to prosecute the censors C. Claudius and M. Livius while in
office was quashed by the senate; Livy xxix. 37; Val. Max. vii. 2. 6;
cf. Mommsen, Röm. Staatsr. ii. 322, n. 4.
[1939] P. 249. The state agreed to insure from the enemy and
from storms cargoes shipped for the use of the army; Livy xxiii.
49. 1-3; xxv. 3. 10. Postumius took advantage of this insurance to
send out old, unseaworthy ships with cargoes of little value, and
after wrecking them, to report many times the real amount of the
loss; ibid. § 10 f. The senate, fearing to give offence to the
powerful order of publicans, failed to act when informed by the
praetor; § 12. Thereupon the tribunes brought the accusation. For
the trial, see ibid. § 13-9 and ch. 4; cf. Lange, Röm. Alt. ii. 177,
588. The weight of the as in which the fine was estimated is not
given by Livy xxv. 3. 13.
For a similar transfer of the case against Cn. Fulvius, retired
praetor, from the tribes to the centuries, 211, see p. 249.
[1940] Val. Max. viii. 1. damn. 5. Here, too, should be
mentioned the condemnation of a member of the same board in a
similar action for neglect to inspect the watchmen; Val. Max. ibid.
§ 6.
[1941] Cato, Orat. i: “Dierum dictarum de consulatu suo.”
[1942] Livy xxvii. 46. 1 f.
 [1943] Cato, Orat. xiii; Livy xxxviii. 57. 10; cf. Mommsen, Röm.
Forsch. ii. 459 ff.
[1944] For the cognomen, see Münzer, in Pauly-Wissowa,
Real-Encycl. iv. 1475.
[1945] Polyb. xxiii. 14; Gell. iv. 3-5, 7-12; Diod. xxix. 24 (from
Polyb.); Livy xxxviii. 54; Val. Max. iii. 7. 1 d; (Aurel. Vict.) Vir. Ill.
49. 16-9.
[1946] Mommsen, Röm. Forsch. ii. 464 f.
[1947] In the story of the trial given by Antias the two Petilii
were the prosecutors of Publius (Livy xxxviii. 50 f.). In ch. 54 f.
Livy, again following Antias, represents these tribunes as authors
of a plebiscite for the appointment of a special court to inquire
concerning the money received from King Antiochus, and states
that L. Scipio was condemned by this court. The story may not be
without foundation; but if such a plebiscite was adopted, it could
not have had the desired result.
[1948] This incident is considered doubtful by Bloch, in Rev. d.
étud. anc. viii. (1906). 109.
[1949] According to Diod. xxix. 21, Scipio was threatened with
the death penalty; but the trial actually took the form described
above in the text.
[1950] Gell. vi. 19. 2. It was probably in connection with this trial
that Cato delivered his speech “Concerning the money of King
Antiochus”; Livy xxxviii. 54. 11; Plut. Cat. Mai. 15; Cato, Orat. xv.
[1951] The edicts of these conflicting tribunes are given by Gell.
vi. 19. 5, 7; cf. Livy xxxviii. 56. 10; Cic. Prov. Cons. 8. 18. The
dissenting edict states that the fine was imposed nullo exemplo,
yet it was within the competence of the tribune; Mommsen, Röm.
Staatsr. ii. 322, n. 2.
[1952] The account here given closely follows Mommsen, Röm.
Forsch. ii. 417-510. For other authorities on the trial, see p. 329.
[1953] Plut. Cat. Mai. 19; Lange, Röm. Alt. ii. 590; Mommsen,
Röm. Staatsr. ii. 322, n. 4.
In 142 P. Scipio Aemilianus when censor had deprived Ti.
Claudius Asellus of his public horse. Afterward this man as
tribune of the plebs brought against him an accusation for
malversation in his censorship; Gell. iii. 4. 1; cf. ii. 20. 6. It was a
finable case (ibid. vi. 11. 9), in which was charged against him a