Baird and colleagues' (1999) study examining facial expressions and emotions found that
A) adults had more activity in their frontal lobes and adolescents had more activity in their amygdalas.
B) adolescents were just as accurate as adults in identifying emotions.
C) compared to adults, adolescents had more activity in their frontal lobes.
D) adolescents used rational thought when trying to identify emotions.
A) adults had more activity in their frontal lobes and adolescents had more activity in their amygdalas.
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George is supposed to give a presentation in his History class on Thursday, and has been dreading it intensely all month (his knowledge of the topic is shaky, and so is his presentation style). On Wednesday, the day before the presentation is scheduled, George's teacher, Ms. Torres, tells him that he can present the following week if he likes. Instead of taking Ms. Torres up on this offer,
however, George says that he will go ahead and present the next day. Why? a. George must have coped with his nervousness and dread by changing some relevant attitudes and beliefs. b. George must have heard Ms. Torres incorrectly because of his anxiety; otherwise, he would obviously have postponed the presentation. c. George must have coped with his nervousness and dread by simply blocking the presentation out of his mind completely and not thinking about it. d. George must have low self-esteem; otherwise, he would have postponed the presentation.
According to the general adaptation syndrome, during the resistance stage, a person typically feels like a heavy burden has been removed from his or her mind
Indicate whether the statement is true or false
Justin’s 4-month old daughter loves playing with her rattle but when she rolls out of her crib and onto the floor, she acts as if she doesn’t even realize it’s gone. According to Piaget Justin’s daughter has not yet developed:
A. myelination. B. accommodation. C. object permanence. D. theory of mind. E. schemas.
Propositional thinking is:
a. flexible thinking b. rigid thinking c. mathematical thinking d. peripheral thinking