The term
Affective describes something that stimulates wants, touches the emotions, and creates feelings.
<span>Affect refer to the experience of sensation or emotion.
Affect is a primary piece of the procedure of an organism's communication with
stimuli. The word additionally alludes in some cases to affect show, which is
"a facial, vocal, or gestural conduct that fills in as a marker of
affect</span>
Answer:
falling on his head
Explanation:
it depends on how hard he hit it but yea
a. classical conditioning.
hope this answer correct (^^)
Answer:
see explaination
Explanation:
Working memory can be descrbed as a newer understanding of
short-term memory, this short term memory focuses on conscious, active processing of incoming auditory and visual-spatial information, and of information retrieved from long-term memory. An example will be that Jacque has to focus on what the teacher is saying and recall the correct vocabulary word when she is asked a question.
Explicit memory can be defined as a memory of facts and experiences that one can consciously know and declare. Can also be called declarative memory
An example is that to Define vocabulary words in any language relies on explicit memory.
Effortful processing refers to such encoding that requires attention and conscious effort.
An example is that when reading, Jacque has to pay attention to the words and sentence construction to understand what is being conveyed.
Context-dependent memory focuses on the need to put yourself back in the context where you experienced something to enable your memory in its retrieval.
An example will be that Jacque seems to be able to remember her Spanish best when in her Spanish classroom.
Proactive interference talks basically about the disruptive effect of prior learning on the recall of new information.
An example will be that Jacque learned Italian before she learned Spanish, and so sometimes her prior knowledge of Italian interferes with her recall of Spanish words.
<u>Based on the information, Dr. Germain's test</u> appears to have proved that high-school seniors' scores on the test and high scores in their freshman gpas one year later are two events that tend to happen together (75 out of every 100 times). This is the furthest conclusion that can be interpreted from a correlation coefficent.
<u>But correlation does not imply causality</u>, so he cannot predict with these results that those who got senior scores in high school will perform as good (and better than others) when they become freshmen.
