Individuals who have a mastery orientation attribute their failures to
A) luck.
B) factors that they can control or change.
C) other people in their lives.
D) They don't have failures because they avoid challenging tasks.
B) factors that they can control or change. These children attribute their successes to their own hard work and abilities—internal and controllable factors—and their failures to factors that they can either control (such as effort or strategy) or change (such as task difficulty).
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Which of the following is the best explanation of how attitudes may influence gender differences on cognitive tasks?
a. Children tend to react against their parents' stereotypes, especially during adolescence, so girls become overconfident about their math ability. b. Boys perceive themselves as being more competent than girls, as far as math ability, so this self-confidence can improve their performance. c. Boys react more strongly when they experience stereotype threat, and so they frequently provide a quick answer that is incorrect. d. Because boys are more impulsive than girls, they are less likely to develop negative attitudes about cognitive tasks.
What is the primary purpose of a classification system such as the DSM-5?
A. To reduce the amount of work for the insurance industry B. To provide an opportunity for clinicians to talk at length about each patient individually C. To differentiate psychological disorders from biological disorders D. To facilitate a shared, simplified communication system across professional boundaries
Mrs. Finkbiner's classroom includes richly equipped learning centers, as well as small groups and individuals solving self-chosen problems. She guides and supports in response to children's needs. Mrs. Finkbiner has a(n) __________ classroom
A) constructivist B) traditional C) inclusive D) collectivist
Sarah says that certain colors make her experience different smells. For example, she says that the color purple smells like a rose to her. Sarah is displaying the symptoms of:
a. parapsychology. b. synesthesia. c. sensation pruning. d. functional sensation.