<span>The right answer is assuming greater similarity among members of outgroups. This
is because it is easier to assume the similarities between people than
the differences, this in order to improve the interaction and
communication with outgroups. <span>This phenomenon is common when groups with diverse origins meet and interact.
I hope my answer can help you.
</span></span>
Answer:
a) sample.
Explanation:
When we do research we usually work with populations or samples:
- A population refers to all the elements that belong to a set of data.
- A sample is a subset of said population. In other words, it refers to some elements that belong to the original set.
In this example, at a DUI checkpoint, some cars are stopped at random. We can see that <u>ALL the cars that pass by the checkpoint would be considered the population </u>(since they are all the elements of the set) and <u>the ones that are stopped are SOME elements that belong to the original set</u>, therefore, they can be considered a sample of all the cars that pass by the checkpoint.
The correct answer is <span>inductive reasoning.
I</span>nductive reasoning (IR) refers to a cognitive ability, where an individual is able to make broad generalizations by combining specific premises or observations. People who have a well developed IR ability are able to identify patterns and connections easily and with a good level of accuracy. Since Amber possesses the ability to consider several specific pieces of information and then reach a more general conclusion regarding how those pieces are related, she has an inductive reasoning ability.
It would constitute Micro-level research.
These levels pertain to Bronfenbrenner's ecological systems theory, there are 5 main levels, the one in question is the microsystems level or the groups and institutions that directly impact an individual, in this case, it is the link between an individual and its' peers. The other levels present in Bronfenbrenner's ecological systems theory are: mesosystem (interaction with the different microsystems, crossing interactions, ex: the interactions between school and home, the teacher and parents, peers and home, peers and parents, etc), exosystem (broader influences that an individual doesn't necessarily control or even participate in that still affect their lives, ex: schools, local government, religious institutions, etc) macrosystem (cultural context, values, patterns) and chronosystem (sociohistorical circumstances).
