When using the digit-span task, the capacity of working memory is estimated to be
a.
approximately one chunk.
b.
approximately three chunks.
c.
approximately seven chunks.
d.
unlimited.
c.
approximately seven chunks.
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Why should action researchers be concerned about the rigor of their research?
a. Knowledge gained can be shared with others. b. Actions based on poor data can put students at risk. c. Well-done action research enhances teacher efficacy. d. All of these are true. e. None of these are true, action research is not concerned with scientific rigor.
With regard to affective development, by age 3, typical children develop the capacity to:
a. understand and name their own and others' emotional states b. research the kind of relatedness that might be typical in autism c. not be able to use words to label emotions d. None of the above e. All of the above
This chapter concludes with a poignant fact that between now and 2020, demographers forecast that in the United States the number of minorities (Afro-Americans, Asian Americans, Latino-Americans, and Native-Americans) will exceed the number of Caucasian- or Euro-Americans. Given this predicted demographic shift, what are the profound implications for school officials in the nation's public
schools when seeking to institute and maintain positive school-and-community relations? a. Schools will continue to value ethnocentrism over diversity in its school-and-community relations. b. Schools must learn to value and demonstrate diversity as a major outcome of its school-and-community relations program. c. Schools are never to understand that its school-and-community relations must promote respectful relations with other sub-cultural communities and must prepare students to mature into a pluralistic society. d. Schools in small rural, homogeneous settings are justified to never address the issue of celebrating diversity and the growing cultural heterogeneity of society at large.
Means, ranges, and correlations can all be calculated from ___________.
a. correlational data b. interval/ratio data c. ordinal data d. descriptive data