Answer:
extrinsic
Explanation:
Extrinsic motivation: In psychology, extrinsic motivation is defined as an individual's specific behavior that is being driven or operated or directed by any of the external rewards, for example, praise, fame, money, and grades, etc. Extrinsic motivation arises from an individual's outside environment and is considered as opposed to intrinsic motivation.
Example: A girl helps her mother in the kitchen because after that she will be rewarded with her favorite chocolates.
In the question above, Roland is driven primarily by extrinsic motivation.
Answer:
predictive validity
Explanation:
Predictive validity -
It refers to the extent to which the score relates or matches to some predicted value of score , is referred to as predictive validity .
It the value is very close to the predicted value , then there is high predictive validity .
And ,
It the value is far more different from the predicted value , the there is low predictive validity .
Hence , from the given information of the question ,
The correct answer is predictive validity .
A the super natural hope this helped Hun :)
Answer:
Authoritative Parenting
Explanation:
Authoritative Parenting is a parenting style characterized by the imposition of strongly established boundaries. Although parents who adopt Authoritative Parenting provide some emotional support, this kind of parenting does not consider the learning process and the child's ability to take responsibility. It is the controlling style that ignores growth and maturity and does not rest even on what you have tried to transfer to your child.
Children in this parenting style are experts at managing appearance, behaving seemingly consistent with their parents' wishes, but at the first opportunity do not hesitate to break the rules.
Faded feedback uses a high frequency of feedback early in practice and then gradually reduces feedback as the learner's skill begins to develop.
Faded feedback involves initial high-level assistance that gradually decreases as trainees advance through the training programme. However, as stated by Goodman and Wood (2009), faded feedback has very little empirical validity.
Their findings imply that trainees' "stuck in their ways" behavior was caused by faded feedback. In other words, trainees tend to continue performing in ways consistent with the feedback throughout the training course when they receive high levels of feedback early on.
Despite the intuitive attraction of faded feedback, Goodman and Wood's findings imply that this feedback strategy did not result in greater learning or increased training transfer when compared to the alternative.
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