Answer:
The focus of classical and operant conditioning is on external stimuli, responses and reinforcement; the focus of the cognitive learning approach is on internal thoughts and expectations of learning.
Explanation:
Classical and operant conditioning focus on the observable, such as <em>conducts and behaviors</em> the individual carries out. Both conditioning types try to produce a specific behavior on the individual through <em>stimulus, responses and reinforcement. </em>
Meanwhile, the cognitive learning approach, as the name states, focuses on the individual's cognition, meaning <em>its internal functions and processes,</em> saying there's more to the individual than what is observable. It focuses on one's <em>expectations</em> regarding learning.
Answer:
<h2>I think that b is the correct answer the correct explanation to this is to not trust me because I am only a 20 percent sure!!</h2>
Explanation:
the answer is: A cognitive psychologist enrolls undergraduate students for a computer-based study about the effect of mood on problem-solving behaviors.
Here the requirement for research with human subjects according to the Fed :
"Obtains information or biospecimens through intervention or interaction with the individual, and uses, studies, or analyzes the information or biospecimens; or Obtains, uses, studies, analyzes, or generates identifiable private information or identifiable biospecimens."
The experiment on this ption fulfill the criteria because:
- The experiment should use studies or analytics to obtain some sort of private information from the subjects. (such as their mood)
- The experiment should make some sort of intervention that can be used to measure its hypothesis. (in the case above, the researchers could put the subject under a certain level of stress before telling them to solve a set of problems)
- The researchers need to interact with the subject in a certain way. (since the researchers meet the undergraduate directly, it's considered as an interraction)
Answer:
I answer should be a.......
