If ______ , you would describe the result of the analysis as being ______.
a. p < .05; nonsignificant
b. p > .05; significant
c. p > .05; insignificant
d. p > .05; nonsignificant
d. p > .05; nonsignificant
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Narrative description
a. a variation of the frequency count in which the observer times how long a particular behavior lasts b. a formal method of observation and recording in which you continuously record in as much detail as possible what the child does and says, by herself and in interaction with other persons or objects c. an observer makes a mark on an observation sheet every time a particular behavior occurs d. a formal method of observation and recording in which you record selected behaviors during preset uniform time periods and at regularly recurring or randomly selected intervals e. a formal method that observes and records specific kinds of behaviors whenever they occur f. an informal observation method often used by teachers as an aid to understanding the child’s personality or behavior g. frequency counts of a behavior that the teacher, experimenter, or therapist wants to modify
As Jane reads about General Custer's last stand, she pictures him as he must have looked, with long blonde hair and a full mustache, riding tall and proud on the open plain just before he was attacked. Considering research findings regarding the effectiveness of visual imagery, we can predict that Jane will:
a. get confused by the vividness of her visual image. b. remember the information better than she might otherwise. c. store the information in her working memory rather than her long-term memory. d. remember her image perfectly for a year or longer.
Once you complete the first draft of your paper, the next step should be to
a. print it and submit it right away. b. run spell check and then print it right away. c. review it once and then print it. d. review and correct it at least two times before you print it and submit it. e. none of these choices.
All of the following reflect partnerships between general education teachers and special education teachers except
a. one-to-one instruction. b. co-teaching. c. collaboration. d. team effort. e. shared responsibility.