From middle to late adolescence, cognitive changes enable teenagers to
A) stop using abstract descriptors.
B) combine their traits into an organized system.
C) compare their own performance to that of a single peer.
D) create an entirely new set of attributes.
B
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Which of the following believe(s) that children continually gain specific knowledge and do NOT undergo stage-like leaps in general mental ability?
a. Piaget b. learning theorists c. neurologists who view the growth of brain cell connections as occurring in waves d. all of these
. Schultz (1998) conducted a cost–benefit analysis of his successful recycling intervention strategies and determined that if those interventions were carried out on a city-wide basis over the span of a year the financial gains would
a. pay for about 60% of the implementation costs b. pay for about 85% of the implementation costs c. pay for the implementation costs, give or take a few percentage points d. exceed the implementation costs
In studies of global and location processing, results showed
a. all ages were faster in local conditions than global conditions b. younger children were the fastest responders c. the presence of distractors slowed responses in most age groups, particularly for global stimuli d. adults made more errors than children in most conditions
Which statement best describes the relationship between walking early and later intelligence test scores? -Positive, as kids who walk early tend to score higher on intelligence tests. -Negative, as kids who walk early do more poorly on intelligence tests. -Unclear, as it all depends on whether a child crawls before he or she walks.
What will be an ideal response?