1) This type of conditioning is called classical conditioning. We learned that Jenny is always associating her room as a very cold environment. Because of this, she starts to <em>anticipate</em> this coldness that she even starts to shiver before she enters the room. Associating two events together is part of classical conditioning.
2) For this item, the type of conditioning shown is called operant conditioning. Operant conditioning is defined as having a change in behavior because of a reinforcement or a punishment. In this case, Jake is met with a punishment in the form of the ticket that's why his behavior changed.
3) This item is also an example of classical conditioning. Because you really disliked the sheep's brain, you started changing your behavior towards it that even something only <em>similar</em> to the brain makes you react unpleasantly. Here, you associated the brain (or the sight of something similar) to your very unpleasant experience in biology.
4) This one is another example of operant conditioning. Here, instead of being punished, you are offered a reinforcement in the form of a compliment. Because of this compliment, you decided to continue your haircut. Thus, the reinforcement successfully influenced your "behavior".
Answer: the correct option is B (Preoperational)
Explanation:
The theory of Cognitive development was proposed by Jean Piaget that humans progress through four developmental stages which includes the sensorimotor, preoperational, concrete operational and formal operational period.
During the pre-operational stage of cognitive development, Piaget noted that children do not yet understand concrete logic and cannot mentally manipulate information. That's why the child stated that the bottom row have more pennies instead of observing it remained the same
Answer:
Compress the breastbone. Push down 4cm for a baby or infant or 5cm a child
Explanation:
Approximately one-third of the chest diameter. Release the pressure, then rapidly repeat at a rate of about 100-120 compressions a minute.
