this best illustrates Context-dependent memory.
When the environment during recollection is different from the environment you were in when you were learning, context-dependent forgetting may take place.
When contextual cues pertaining to the environment are the same during encoding and retrieval, memory that is context-dependent refers to increased recall of certain episodes or information.
The participants remembered more words when they learned and recalled them in the same environment as opposed to when they learned and recalled them in different environments, suggesting that external context serves as a cue to recall.
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Federalism is a system of government in which a written constitution divides power between a central government and regional or sub-divisional governments. ... This, however, is not an accurate interpretation of the term as it excludes the role played by other aspects of government concerned with the federalist structure.
B. Western Indiana was periodically glaciated. (It’s why Indiana gets flatter the further north you go)
Answer:
True.
Explanation:
The Zone of Proximal Development (ZPD) is a part of development of children which include a wide range of processes including - psychological, emotional and volitional. It was first introduced by a psychologist Lev Vygotsky (1896-1934), and afterwards fully developed by Jean Piaget (1896-1980).
It is interpreted as a distance between what a learner can do without help and what can do with a support from a knowledgeable adult. It is believed by some that the role of education is to give children valuable experiences that are within their zone of proximal development, therefore encouraging and advancing their individual learning such as skills and strategies.
Answer: test had less than perfect reliability
Explanation: The test score used by the college to predict how a student will perform could be said to have less than perfect reliability. This proved to be the case due to the students actual performance when later admitted based on intervention. It shows that the test score can not consistently serve as proof that only students who have above the cut off mark will be good performers in the college. Therefore, it could be concluded that the test score had less than perfect reliability based on the the eventual performance of the student.