• Q : Cultural norms influencing motivation....
    Other Subject :

    Please help me to understand two ways in which cultural norms may influence motivation. Then, explain which motivational theories are more universal and which are more culturally relative.

  • Q : Dualism position of the descartes....
    Other Subject :

    The strong dualism position of Descartes suggests that the mind is fully separate from the brain, and that, therefore, there may be no detectable manifestation of representations in the brain.

  • Q : Journal of applied behaviour analysis....
    Other Subject :

    Read the seminal article on applied behaviour analysis by Baer, Wolf, & Risley (1968). This was the first article published in the Journal of Applied Behaviour Analysis, and set the groundwork f

  • Q : Dialectical behavior therapy articles....
    Other Subject :

    I need articles on dialectical behavior therapy: 1. At least five quantitative research articles 2. At least five qualitative research articles 3. At least one mixed methods research article 4. At lea

  • Q : Cultures allowing ego centric reasoning....
    Other Subject :

    Do the values of all cultures allow ego centric reasoning ("what is good for me") or allow one to be more concerned about the good of the community above the good of the individual?

  • Q : Various theoretical perspectives....
    Other Subject :

    Analyze the personality development of one of the theorists studied in this course from three different theoretical perspectives.

  • Q : Dysfunctional thoughts and behaviors....
    Other Subject :

    Emotion is very effective at obstructing logic. Oftentimes, hearing one's own dysfunctional thoughts and behaviors repeated back to you by an unbiased, trusted practitioner can begin the process of

  • Q : Professional works with sexuality-related issues....
    Other Subject :

    For your Final Project, you had the opportunity to learn from a professional who works with sexuality-related issues in his or her career.

  • Q : Personality assessment and personality test....
    Other Subject :

    Many people use the terms "personality assessment" and "personality test" interchangeably; however, one will find that there are distinct differences between these concepts and each has its own purp

  • Q : Personality and social interactions....
    Other Subject :

    She quickly gets a drink and spends most the night sitting in a chair tucked away in a corner, set away from the social interactions.

  • Q : Basics of multicultural competence....
    Other Subject :

    There is disagreement in the field about how "multicultural competence" should be defined. Some of its components have been argued to include: culture-specific skills and knowledge; awareness of own

  • Q : Bilingual present challenges to parents....
    Other Subject :

    Children who are bilingual present challenges to parents, teachers, and others that may be working with the child.

  • Q : Chomsky perspective of language....
    Other Subject :

    Do you agree more with Chomsky's perspective that language is acquired through innate ability (language acquisition device), or Skinner's perspective that language is a learned behavior that gets co

  • Q : Cognitive functions without language....
    Other Subject :

    How does language (gestures, symbols, vocalizations, written and drawn symbols) impact our ability to think and to develop a concept of self hood? Would we be able to complete cognitive functions wi

  • Q : Relationship between attention and cognition....
    Other Subject :

    Can attention be consciously allocated to tasks? Why or why not? What is the relationship between attention and cognition?

  • Q : Combining cognition and neuroscience....
    Other Subject :

    Cognition and neuroscience are two vastly different schools. Why do you think it is beneficial to explain behavior and conditioning by combining the two?

  • Q : Generative property of language....
    Other Subject :

    Differentiate the generative property of language. Processes involved in speech analysis: acoustic and articulatory components of words are described in relation to generative property of language.

  • Q : Learning and cognition problem....
    Other Subject :

    Provides at least one example of the relationship between learning and cognition.

  • Q : Brain development and cognitive abilities....
    Other Subject :

    Some areas for research and discussion will be expressive/receptive language, brain development and cognitive abilities, cultural influence and gender sterotyping.

  • Q : Repetition by communication....
    Other Subject :

    If repetition by communication is the key to language, would children that are isolated or be deterred in being able to communicate later? How so?

  • Q : Genetics and the environment....
    Other Subject :

    Are we to assume that the acquisition of language can not be complete without both the genetics and the environment? If so, if one part is missing, can we acquire language in some form? How so?

  • Q : Quantity of language from caregivers....
    Other Subject :

    Why does it matter that children hear a large quantity of language from their caregivers? Wouldn't watching TV be good enough?

  • Q : Critical periods of language acquisition....
    Other Subject :

    One of the concepts this week is the critical periods of language acquisition. If there is a critical period for language, what might this fact imply about learning multiple languages in school?

  • Q : Learning and cognition with examples....
    Other Subject :

    What is the relationship between learning and cognition? Provide a specific example.

  • Q : Factors affectting language acquisition....
    Other Subject :

    What factors affect language acquisition? Which factor do you believe has the largest influence on language acquisition? Explain why.

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