Adult English and Korean speakers often describe spatial situations differently. For example, speakers of English describing a ring on a finger focus on support (e.g., they use the word on) while speakers of Korean describing the same thing focus on the tightness of the fit of the ring (e.g. they use the word kkita, meaning ‘tight fit'). Research with young children acquiring these two
languages has found that:
A. children learning English are able to correctly use English spatial terms several months BEFORE children learning Korean are able to correctly use Korean spatial terms.
B. children learning English are able to correctly use English spatial terms several months AFTER children learning Korean are able to correctly use Korean spatial terms.
C. children learning English are able to correctly use English spatial terms at approximately the same age that children learning Korean are able to correctly use Korean spatial terms.
D. spatial terms such as these are quite difficult to learn and there is too much individual variation in when they are learned to make any generalizations across different languages.
C
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a. During concrete operations b. During preoperational thought c. During formal operations d. By age 8
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a. there was a dramatic increase in appropriate patient behaviors. b. patient behavior improved but only when staff was watching. c. initial patient improvements were quickly lost when the novelty wore off. d. there was no improvement until real money was substituted for the tokens.
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a. 15% c. 55% b. 25% d. 75%
_______________ goals involve the effort to avoid unpleasant experiences
A) Avoidance B) Performance C) Mastery D) Learning