Experts can be characterized as ______.
a. having increased knowledge compared to novices
b. making more nuanced inferences compared to novices
c. being willing to use diverse reasoning strategies
d. all of these
d. all of these
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The Cooperative School and College Ability Test
a. has many advantages over the SAT. b. is poorly constructed. c. has a large and representative standardization sample. d. has a reasonably good correlation with the SAT.
The chapter on working memory discussed several studies about individual differences in working memory. Which of the following students provides the best information about how working memory is related to academic skills?
a. Samantha: "People who have an unusually large capacity in their episodic buffer are likely to earn poor grades in school." b. Aroona: "People who are especially skilled on a task that uses the central executive are likely to score high in reading comprehension." c. Sanjay: "The research failed to support Baddeley's model; most academic tasks require the equal participation of all four components of working memory." d. James: "The research failed to support Baddeley's model; there is no relationship between central-executive skills and a wide variety of other measures that should be related to the central executive and a wide variety of academic skills."
Negative turning points described by MIDUS participants __________
A) resembled midlife crises B) usually involved work-related issues C) generally led to personal growth D) focused on the physical changes of aging
Which of the following was NOT a challenge to the behaviorist approach?
a. language b. attention c. vigilance d. S–R learning