A sudden, loud noise often has the impact of distracting participants long enough to clear the contents of working memory. Imagine that participants hear a list of the names of 20 different fruits, followed by an unexpected loud noise. The effect of the noise will be
a.
a diminished primacy effect but no impact on how well the other words in the list are remembered.
b.
diminished performance for the entire list.
c.
a diminished recency effect and a diminished primacy effect but no impact on how well the other words on the list are remembered.
d.
a diminished recency effect but no impact on how well the other words in the list are remembered.
a.
a diminished primacy effect but no impact on how well the other words in the list are remembered.
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Verbalize a process aloud is part of ___ language
a. elaboration of b. receptive c. graphic d. articulation of
When the supervisor is considering moving from using the directive information toward collaborative behaviors, which aspect is the least considered in this transition?
a. Consider the primary decision-making responsibility is the supervisor? b. Consider the degree in which this movement occurs c. Consider the completion of the School Improvement Goal in one year d. Consider the equal decision-making responsibility
Elaine and her study team spent too much time arguing over their topic and strategies to complete their group project and paper, so they are far behind where they should be according to the instructor's suggested timeline. Rather than panic, the group decided to draw up a new timeline based on the time they had left. They divided and conquered what needed to be done, and set up status update meetings in an online forum. In the face of adversity, this group most demonstrated:
A. differing personality types effectively working together. B. intrapersonal skills and discipline. C. successful application of the Adult Learning Cycle. D. critical thinking skills.
If you want your students to work on an assignment at a steady rate, the best thing for you to do is to
a. circulate around the room and praise students at frequent but unpredictable intervals. b. tell them that they have thirty minutes to complete the assignment. c. let them reward themselves with a break after completing each set of five problems. d. every ten minutes, check on how many problems have been completed.