Distinguish memory types, explain long-term potentiation and working-memory functions, and apply processing-depth or multi-store models to retention.
Mr. Gomez decides to conduct a study with his sixth-grade math class, after first obtaining informed consent.
Half of his students happen to arrive early for class (group 1), so he uses the time to give them some extra problem-solving tips. The next week he compares their scores on a quiz with the scores of the students who arrived on time (group 2) and did not receive the tips. The students' grades are represented in the table below.
Mr. Gomez comes to the conclusion that the problem-solving tips led to higher scores on the quiz. Mr. Gomez posts the table of grades on the door of his classroom to emphasize that the tips helped improve the student grades.
- Identify the dependent variable presented in the study.
- Explain how the study could be modified to be an experiment.
- Compare the mode of group 1 to the mode of group 2.
- Identify the measure of central tendency that needs to be calculated to determine the standard deviation.
- Explain the ethical flaw that is explicitly presented in the study.
- Explain how metacognition could apply to the scenario.
obtained the same results and that the results were statistically significant. Explain how the findings depicted in the table above could support the theory of levels of processing.
Suppose Mr. Gomez had conducted this study as an experiment without any flaws and