Ankita’s psychology teacher asked her to complete a project. In that project she has to conduct an experiment on the effect of music on problem solving. She has taken total 30 participants for her experiment and divided them equally into two groups 12 (namely Group X and Group Y) in such a way that all 30 participants got equal chance to be selected to any of the groups. During the experiment she gave all the participants one mathematical problem to solve. She has instructed the participants of Group X to listen to music while solving the problem but the participants of Group Y haven’t got any such instruction. They (Group Y) have solved the problem without listening to music .
49. Music is the ______ variable in this experiment. a. Independent b. Dependent c. Extraneous d. Control
50. Two statements are given in the question below as Assertion (A) and Reasoning (R). Read the statements and choose the appropriate option. Assertion (A): Ankita has no direct control over music. Reasoning (R): The experimenter can not manipulate the dependent variable. a. Both A and R are true, and R is the correct explanation of A b. Both A and R are true, but R is not the correct explanation of A c. A is true, R is false d. A is false, R is true
51. Group Y is the ________ group a. Experimental b. Control c. Non experimental d. Compare
52. In an experiment we try to find out _______ two variables. a. Relationship between b. Internal consistency c. Cause and effect relationship d. Intensity
53. Which of the following is not a drawback of an experiment? a. The results do not generalize well in day to day life. b. It is difficult to know all the extraneous variables and control them. 13 c. The results may differ due to subjective biasness. d. Sometimes it is not feasible to study a particular problem experimentally.
54. Which controlling technique Ankita has used for dividing the participants into two groups ? a. Counter balancing b. Matching c. Elimination d. Randomisation
Answers
Answer:
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49. dependent
50. Didn't understand
51. Experimental
52. Relationship between
53. a.Generalization is observed when learners engage in the skills we teach them in untrained but similar conditions. Generalization can be observed across stimuli, people, and settings. Generalization across stimuli is observed when the learner is able to perform the skill in the presence of a novel thing or situation. For example, if you have been teaching the learner to engage in problem solving and the learner begins to independently solve novel untrained problems, generalization across stimuli has been observed. Generalization across people refers to the learner being able to engage in the skill in the presence of individuals other than the ones who were present during training. For example, generalization across people is observed if the learner was taught to follow a morning routine in the presence of Mom and is still able to follow the routine when Mom is out of town and Dad is present. Generalization across settings refers to the learner demonstrating the skill in an untrained setting. An example would be if the learner was taught to engage in time management when at home and is now also able to engage in time management at school.
Generalization is the outcome that defines mastery. That is, a skill should not be considered mastered until generalization is observed. Otherwise, you risk the chance of the learner demonstrating rote memorization of responses rather than understanding concepts and being able to apply them in novel untrained circumstances. There are various strategies that can be implemented to program for generalization during teaching.
To program for generalization across stimuli, provide new situations and scenarios each and every time the skill is targeted in an effort to ensure that the learner is acquiring the targeted repertoire rather than memorizing responses. This procedure is called multiple exemplar training and it is the key to achieving generalization. For example, in the Problem Solving lesson, provide a new problem every time the lesson is targeted, and in the Organizing Personal Spaces lesson, have the learner organize a new space each time the lesson is targeted, and so forth. Once the learner is consistently able to respond correctly to novel untrained situations, stimulus generalization has occurred, and the learner can be said to have mastered the skill.
You can program for generalization across people by having various caregivers carry out the tasks with the learner. Train the learner’s caregivers to ensure that they are not anticipating the learner’s needs and doing everything for them, but are instead allowing the learner to use the skills that have been targeted during teaching when opportunities arise. For example, a child will never learn to be independent with problem solving if her parents solve all of her problems for her, without first giving her the opportunity to do it herself.
Program for generalization across settings by working on targeted skills in various settings, such as in different rooms of the learner’s home, in school, and in other relevant settings. In addition to programming for generalization via contrived teaching opportunities, capture opportunities that allow the learner to continue to use newly taught skills when opportunities occur in everyday life. For example, when teaching flexibility, use every opportunity that naturally arises to teach the learner to tolerate things not going the way he thinks they should go. Do not restrict teaching to the specific contrived lessons you have planned!
The take-home point here is keep introducing new stimuli and work on teaching skills across various people and settings until generalization to new scenarios is observed. Do not consider a skill mastered until generalization is observed. In other words, make sure you are programming for generalization from the start, rather than merely training and hoping for generalization to happen.
b. In an experiment, an extraneous variable is any variable that you're not investigating that can potentially affect the outcomes of your research study. If left uncontrolled, extraneous variables can lead to inaccurate conclusions about the relationship between independent and dependent variables.
c. In epidemiology, reporting bias is defined as "selective revealing or suppression of information" by subjects (for example about past medical history, smoking, sexual experiences).[1] In artificial intelligence research, the term reporting bias is used to refer to people's tendency to under-report all the information available.
d. Research studies that do not test specific relationships between variables are called descriptive studies. These studies are used to describe general or specific behaviors and attributes that are observed and measured.
54. Counter balancing
Explanation:
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Answer:
Ankita’s psychology teacher asked her to complete a project. In that project she has to conduct an experiment on the effect of music on problem solving. She has taken total 30 participants for her experiment and divided them equally into two groups 12 (namely Group X and Group Y) in such a way that all 30 participants got equal chance to be selected to any of the groups. During the experiment she gave all the participants one mathematical problem to solve. She has instructed the participants of Group X to listen to music while solving the problem but the participants of Group Y haven’t got any such instruction. They (Group Y) have solved the problem without listening to music .
49. Music is the ______ variable in this experiment. a. Independent b. Dependent c. Extraneous d. Control
50. Two statements are given in the question below as Assertion (A) and Reasoning (R). Read the statements and choose the appropriate option. Assertion (A): Ankita has no direct control over music. Reasoning (R): The experimenter can not manipulate the dependent variable. a. Both A and R are true, and R is the correct explanation of A b. Both A and R are true, but R is not the correct explanation of A c. A is true, R is false d. A is false, R is true
51. Group Y is the ________ group a. Experimental b. Control c. Non experimental d. Compare
52. In an experiment we try to find out _______ two variables. a. Relationship between b. Internal consistency c. Cause and effect relationship d. Intensity
53. Which of the following is not a drawback of an experiment? a. The results do not generalize well in day to day life. b. It is difficult to know all the extraneous variables and control them. 13 c. The results may differ due to subjective biasness. d. Sometimes it is not feasible to study a particular problem experimentally.
54. Which controlling technique Ankita has used for dividing the participants into two groups ? a. Counter balancing b. Matching c. Elimination d. Randomisation