Emotional and social problem solving interventions such as the Incredible Years classroom curriculum
a. have all but been abandoned due to small benefits and the time taken away from classroom instruction.
b. show a short-term benefit for emotional regulation but are ineffective after one year.
c. have a positive effect on children’s social interactions 1 to 2 years later.
d. tend to create arguments among children, the opposite of the effects intended.
Answer: c. have a positive effect on children’s social interactions 1 to 2 years later.
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Research by Anne Treisman has demonstrated that
a. focused attention produces many more errors than distributed attention. b. in focused attention, an unusual stimulus appears to "pop out" from the other stimuli in the display. c. illusory conjunctions are especially likely when people perform a task at a leisurely rate. d. when people use focused attention, they typically perceive a figure whose shape is linked with its appropriate color.
If you expect to hear a sound, you may have a better ability to hear it. This would be an example of how ____ can change
a. ?Weber’s law b. ?the just noticeable difference c. ?the absolute threshold d. ?the law of prägnanz
Define and discuss intrinsic and extrinsic motivation. How might parents and teachers help children become intrinsically motivated? What are some of the outcomes of extrinsic motivation?
What will be an ideal response?
The five basic flavors that humans register are
A) bitter, sweet, salty, spicy, umami. B) sweet, sour, bitter, umami, salty. C) salty, sweet, spicy, piquant, bittersweet. D) bittersweet, sour, sweet, umami, spicy.