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Rosenthal’s “rapid bloomers” study demonstrated that: a. students with high achievement motivation tended to outperform students with low achievement motivation. b. students who believed they were less intelligent performed worse than students who believed that they were more intelligent. c. students who believed they were smart outperformed those who did not believe that they were smart. d. teacher expectations of students’ higher intelligence led to higher academic performance.

          Rosenthal’s “rapid bloomers” study demonstrated that:

a. students with high achievement motivation tended to outperform students with low achievement motivation.
b. students who believed they were less intelligent performed worse than students who believed that they were more intelligent.
c. students who believed they were smart outperformed those who did not believe that they were smart.
d. teacher expectations of students’ higher intelligence led to higher academic performance.
        
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Added by Teresa J.

Psychology Openstax
Psychology Openstax
Rosie M. Spielman 1st Edition
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Rosenthal’s “rapid bloomers” study demonstrated that: a. students with high achievement motivation tended to outperform students with low achievement motivation. b. students who believed they were less intelligent performed worse than students who believed that they were more intelligent. c. students who believed they were smart outperformed those who did not believe that they were smart. d. teacher expectations of students’ higher intelligence led to higher academic performance.
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Transcript

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00:01 Question, jen collects survey data that indicates students who spend more time preparing for the ap test tend to score better than other students.
00:07 Jen can now conclude that.
00:08 So basically, we're just looking at gen can conclude.
00:17 So what can jen conclude based off the data she found? that there's a pattern between increased studying leading to increased grades.
00:29 So the first explanation they give us is that studying leads to, i'm just going to put that as increased capital g for grades, studying leads to increased grades.
00:46 It's not going to be that because we can't claim causation.
00:50 The famous thing in psychology is that correlation does not mean causation, where just because you found a correlational relationship doesn't mean you can say your first variable caused your second variable.
01:01 So we know it's not a.
01:03 Then we look at b, where b is a relationship exists between studying and exam grades.
01:18 So i'm just going to label that as the relationship answer.
01:23 This might be the answer because we can say that there's a relationship.
01:27 That's just the bare minimum of what we're to say that we found a positive or negative in this case positive relationship between our two variables where an increase in one resulted in an increase in the other can't claim cause we can just say that that was what we found see correlation where there exists a significant correlation between studying and exam grades this could be the answer but this isn't a conclusion this is just a description of her data so this would just be after you found your data and then later you would reword this to act as a full conclusion it's probably not going to be see cross that out so d no so anyone who doesn't study so i'm just going to label that as no study equals sorry about the sloppiness sometimes it pen gets weird lower grades anyone who's not studying is going to get a lower grade once again this is a causation issue we can't claim causation we found the correlation but we can't say that no studying led to worse grades so we can't claim that unfortunately so it's not d last one e where no pen don't fail me now better students equals an increase in studying.
03:33 So basically better students are the ones who are studying more...
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