A. Describe how each of the following relates to Savannah’s successful learning and performance. Broca’s area • Use of phonemes • Modeling • Chunking • B. Describe how each of the following may hinder Savannah as she prepares for and takes the exam. Encoding failure • Age and language acquisition • C. After the exam, Savannah tells her family and friends that she believes that she spoke fluently and did extremely well on the exam. Describe how each of the following concepts may have influenced her opinion. Self-efficacy • Confirmation bias • For each of the pairs below, use an example to show how the first term in each pair affects or is related to the second. Definitions alone without examples will not score. effect . . recall Serial-position fixedness . . problem solving Functional definition . . replication Operational research . . bias Double-blind conditioning . . superstition Operant . . overjustification effect Reinforcement sheath . . neural impulse Myelin 2. At a schoolwide pep rally preceding a big game at Williams James High School, each grade has a designated t-shirt color and seating area in the bleachers. Student leaders organize classes so that their colored shirts combine to form the school flag. The coach gives an exciting speech, the cheerleaders perform a routine, and the band plays the school song while the students sing in unison. Explain the behavior and perceptions of the participants in the pep rally using the concepts below. Be sure to apply the concepts to the scenario in your explanation. party effect Cocktail Conformity Deindividuation ground Figure lobe Occipital memory Procedural nervous system Sympathetic 1. Dimitri and Linda are trying to learn a new routine to compete successfully in a dance competition. Give an example of how each of the following could affect their performance. Definitions without application do not score. Extrinsic motivation •
A. Describe how each of the following relates to Savannah’s successful learning and performance. • Broca’s area • Use of phonemes • Modeling • Chunking B. Describe how each of the following may hinder Savannah as she prepares for and takes the exam. • Encoding failure • Age and language acquisition C. After the exam, Savannah tells her family and friends that she believes that she spoke fluently and did extremely well on the exam. Describe how each of the following concepts may have influenced her opinion. • Self-efficacy • Confirmation bias For each of the pairs below, use an example to show how the first term in each pair affects or is related to the second. Definitions alone without examples will not score. Serial-position effect . . recall Functional fixedness . . problem solving Operational definition . . replication Double-blind research . . bias Operant conditioning . . superstition Reinforcement . . overjustification effect Myelin sheath . . neural impulse 2. At a schoolwide pep rally preceding a big game at Williams James High School, each grade has a designated t-shirt color and seating area in the bleachers. Student leaders organize classes so that their colored shirts combine to form the school flag. The coach gives an exciting speech, the cheerleaders perform a routine, and the band plays the school song while the students sing in unison. Explain the behavior and perceptions of the participants in the pep rally using the concepts below. Be sure to apply the concepts to the scenario in your explanation. Cocktail party effect Conformity Deindividuation Figure ground Occipital lobe Procedural memory Sympathetic nervous system 1. Dimitri and Linda are trying to learn a new routine to compete successfully in a dance competition. Give an example of how each of the following could affect their performance. Definitions without application do not score. • Extrinsic motivation
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