This event could be understood as a case of assigned meaning. That is to say, the dog might represent different things for each of the individual. For one of the it represents food and for the other it represents a pet. This idea is connected to culture, the representation of the dog will depende on the culture and how the relationship dog-human works in that culture.<span />
Answer:
Class room environment ( i.e the type of wall)
Explanation:
Here, it is given that the two identical courses are being taught to the students that means the course is not varying.
Also, the same researchers are teaching the students that means the researchers are also not variables.
Therefore, the only thing that is varying in the whole research is the class room environment i.e the the walls of the classrooms.
In the glass walls there will be more distractions while in the opaque walls it will not be much.
Therefore, the classroom environment is the independent variable in the research.
<span>The dimension of consistency describes whether data elements are consistently defined. The dimensional consistency is something that can be measured with data that is dimensionally similar. When data is dimensionally similar, the data has similar physical attributes or qualities.</span>
Answer:
b. a hierarchical structure with g at the top, broad abilities in the second tier, and narrow abilities in the third tier.
Explanation:
John Carroll an American psychologist in 1993 propounded a theory named The three-stratum theory which elaborate factor-analytic study of the correlation of individual-difference variables.
The purpose of this theory is to observe the difference among individuals when it comes to perfoming task or given assignment. The variables used in observing this differences includes psychological tests, school marks and competence ratings.
Carroll in his conclusion represented the structure of intelligence as having three tiers which are:
1. G
2. Broad abilities (basic biological components)
3. Narrow abilities (specific behaviors)
A . . . . . . . . . . . . .
