Why do we learn so much about the brain through unfortunate incidents such as war, strokes, and brain damage? Give two examples of information that we have learned in such manners
What will be an ideal response?
* Unfortunate incidents cause impairments in individuals that we cannot ethically induce but provide an opportunity to study their behavior and the link to the brain damaged region.
* The response should include an example of information we have learned in such cases.
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If an adolescent was exploring her or his self-concept, the focus would likely be on __________.
A. awareness of personal traits as abstractions B. looking at various components of the self in isolation C. considering only desirable traits D. being unaware of the views of others
Research examining oft-made criticisms of television-watching in children has found that a. children's programs that are less than 30 minutes in length can harm a child's attention span, but longer programs actually promote attention skills. b. watching television is harmful to a child's attention span, regardless of the content of the program being viewed. c. simply watching television does
not do harm to a child's ability to pay attention. d. it is virtually impossible to make any blanket statements about the benefits or harms associated with watching television in childhood.
According to the Gibsons, all people perceive the same affordances in an object
Indicate whether this statement is true or false.
Leia is certain that people who drive red cars speed more than other drivers
As her father drives her to school, she counts many speeding red cars and concludes her idea is correct. She has demonstrated the use of: A) principles. B) an elimination strategy. C) negation. D) a confirmation strategy.