Ordinal interaction effects are indicated when graphs of the group means intersect each other.
a. True
b. False
Ans: b
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The basic goal of multiple baseline design is _________
A. a demonstration of a functional relationship between the target behavior and intervention by replicating the intervention effects with two or more behaviors, in two or more settings, or with two or more individuals B. a comparison of the effects of two or more treatments on the same behavior C. to evaluate the effects of a treatment on the gradual increase or decrease of a single target behavior D. None of the above
Suki is majoring in Internet Information Systems Technology and is looking for a job as a web specialist
However, he does not have much experience in conducting a professional job search. Many of Suki’s classmates seem organized, and they bring their planners and schedules with them to classes. Suki has always been able to manage his life adequately, even though he has never been highly organized. However, in the last semester of college, he has a demanding schedule preparing for final exams, graduation, moving, and conducting a job search. Now he wants to find good organizational tools and strategies to help him manage his job search efficiently so he can find a good job in the shortest possible time. What specific tools and strategies would you suggest Suki use to manage his job search efficiently? Suki thinks he will save time and be more organized if he keeps his Career Management Files Tracker files on his flash drive instead of using a 3?ring binder. What advice do you have for Suki? Explain your reasons.
Social studies was formally brought into the American school system in:
a. 1917. b. 1890. c. 1916. d. 1888.
What source(s) of information might lead an infant to guess that a particular word encountered in the speech stream is a noun?
a. The word appears in a distributional context that often features other words that are nouns (a ‘frequent frame' for nouns, such as after the word the and before the word on). b. Infants cannot determine the syntactic category of words; children are only able to do this after they enter primary school. c. The child knows the meaning of the word, and knows that it refers to an object, and the child knows innately (or has learned) that objects tend to be nouns. d. Both (a) and (c).