Rodents respond to alarm calls by others in their group if these calls are continued and on danger is confirmed further calls may be ignored. it an example of:

Related Mcqs:

1. Rodents respond to alarm calls by others in their group if these calls are continued and on danger is confirmed further calls may be ignored. it an example of:

   A. Imprinting
   B. Habituation
   C. Conditioned reflex type I
   D. Conditioned reflex type II

2. Rodents respond to alarm calls by others in their group. if these calls are continued and no danger is confirmed further calls may be ignored. it an example of:

   A. Imprinting
   B. Habituation
   C. Conditioned reflex type I
   D. Conditioned reflex type II

3. Rodents respond to alarm calls by others in their group. if these calls are continued and no danger is confirmed further calls may be ignored. it an example of:

   A. Imprinting
   B. Habituation
   C. Conditioned reflex type I
   D. Conditioned reflex type II

4. Stroebe and Diehl (1994) conducted a clever piece of research into why brainstorming does not appear to enhance individual creativity. They hypothesized that, during a brainstorming session, because may speak at a time, other group members have to keep silent, and may be distracted by the content of the group discussion or forget their own ideas. Storebe and Diehi termed this phenomenon ‘production blocking’, because the waiting time before speaking and the distracting influence of others ‘ idea could potentially block individuals from coming up with their ideas. The result of their subsequent study were clear-cut: participants generated approximately twice as many ideas when they were allowed to express their ideas as they occurred than when they had to wait their turn. But which two of the following can we infer from these results?
   1.That ‘production blocking’ does not occur in interactive brainstorming groups.
   2.That ‘production blocking’ is an important factor explaining the inferiority of interactive brainstorming groups.
   3.That it may be more effective to ask group members to develop their ideas in one group, and than express them to another group.
   4.That it may be more effective to ask group members to develop their ideas separately, and then express them in a subsequent joint meeting.

   A. 1 & 2
   B. 2 & 3
   C. 1 & 3
   D. 2 & 4

5. Stroebe and Diehl(1994) conducted a clever piece of research into why brainstorming does not appear to enhance individual creativity. They hypothesized that, during a brainstorming session, because may speak at a time, other group members have to keep silent, and may be distracted by the content of the group discussion or forget their own ideas. Storebe and Diehi termed this phenomenon ‘production blocking’, because the waiting time before speaking and the distracting influence of others ‘ idea could potentially block individuals from coming up with their ideas. The result of their subsequent study were clear-cut: participants generated approximately twice as many ideas when they were allowed to express their ideas as they occurred than when they had to wait their turn. But which two of the following can we infer from these results?
   1.That ‘production blocking’ does not occur in interactive brainstorming groups.
   2.That ‘production blocking’ is an important factor explaining the inferiority of interactive brainstorming groups.
   3.That it may be more effective to ask group members to develop their ideas in one group, and than express them to another group.
   4.That it may be more effective to ask group members to develop their ideas separately, and then express them in a subsequent joint meeting.

   A. 1 & 2
   B. 2 & 3
   C. 1 & 3
   D. 2 & 4

6. Continued improvement in the absence of further practice is known as _________________?

   A. spontaneous recovery
   B. platikurtic
   C. reminiscence
   D. recall

7. Tanvir is a graduate student who is studying identity formation. He selects a group of 5-year-olds, a group of 10-years-olds, and a group of 15-year-olds, and a group of 15-year-olds, and interviews each group asking them what they plan to be when they finish school. In this example, Tanvir is using:

   A. a multi-factorial research design
   B. a longitudinal research design
   C. a cross-sectional research design
   D. a nested condition research design

8. Students stand in groups waiting for someone to unlock their classroom. The people in each group are able to attend to the voices in their own conversation group and screen out the voices in others. This is an example of ______________?

   A. shadowing
   B. selective listening
   C. parallel processing
   D. None of these

9. ____________ is the cerebral ‘alarm clock’ which selectively filters incoming stimuli?

   A. medulla
   B. cerebellum
   C. limbic system
   D. reticular formation

10. Sarah in a group which is responsible for keeping a mile in a local road clear of litter wice a year, anyone who wants to can help the group pick up garbage and litter along the highway. Which of the following describes the type of group Sarah is in?

    A. task and social
    B. social and inclusive
    C. task and exclusive
    D. task and inclusive