Rachel is acting out in her mathematics class. She gets so frustrated that she starts to throw things. The school psychologist provides her with a relaxation strategy as an intervention and observes her behavior. The relaxation strategy is removed as a requirement and her classroom behavior is again observed. The school psychologist then again adds the relaxation strategy. Which of the following
designs is the school psychologist illustrating?
a. A-B
b. A-B-A
c. B-A-B
d. A-B-A-B
c
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Students who embrace an incremental view of intelligence are most likely to:
A. blame their lack of intelligence when faced with a difficult situation. B. explore inventive strategies to solve a problem. C. score low on emotional intelligence. D. have a fixed mindset.
Which of the following is a quantitative variable?
A. method of teaching mathematics B. country of birth C. occupation D. self-esteem
In their comprehensive study of language development in professional, working-class, and low-income families, Hart and Risley (1995) found that:
a. children from lower-income families have bigger expressive vocabularies IF their family speaks more than one language at home. b. children with higher IQs had bigger vocabularies than children with lower IQs, regardless of family socioeconomic status. c. the greatest predictor of a child's vocabulary at age 3 is the socioeconomic status of the child's family. d. vocabulary growth is most strongly associated with exposure to adult language during the infant and toddler years.
A synonym for dependent variable is:
a. Manipulated variable b. Extraneous variable c. Outcome variable d. Confounding variable