One reason that very young babies' habituation times are so much longer than those of older babies is that
A) they attend more to familiar rather than novel events.
B) they can sustain attention.
C) they have difficulty disengaging attention from a stimulus.
D) their attention too readily shifts from one stimulus to another.
C
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As Ian reads about the research methods in Chapter 1 of his psychology textbook, he tries to analyze, compare, and evaluate these types of research techniques. Ian is using
a. massed practice. b. experiential cognition. c. critical thinking. d. transference.
Memories for a response may be erased by
a. administering an electroconvulsive shock to the brain prior to training on a task. b. injecting subjects with adrenaline after learning. c. administering an electroconvulsive shock to the brain immediately after training. d. putting the subject into hibernation or some other inactive state immediately after training.
Craig has one short copy and one long copy of the serotonin transporter gene. What does this tell us about his vulnerability for major depressive disorder? a. It is almost completely certain that Craig will be diagnosed with major depressive disorder at some point during his lifetime. b. It is almost completely certain that Craig will not be diagnosed with major depressive disorder
c. Craig has a moderate chance of developing major depressive disorder regardless of his lifestyle and exposure to stress. d. Craig has a moderate chance of developing major depressive disorder, but this is more likely if he is exposed to severe stress.
Judith has watched several movies and television shows that have provided examples of
how to defend herself, if attacked. She is unsure of herself and quite jumpy while out at night, until one day, she is attacked and defends herself in quite a satisfactory fashion. What two types of learning does Judith's story best represent? a. Conditioned emotional response and instructional control b. Escape behavior and imitation c. Long-term potentiation and imitation d. Instructional control and blocking design e. Observational learning and latent learning