Question

Jacob is conducting a study in which he teaches children with ADHD how a new technique for how to multiple numbers. On day one, he teaches them how to multiply by two (1 X 2, 2 X 2, 3 X 2 etc.). On day two, he teaches them how to multiply by three (1 X 3, 2 X 3, 3 X 3 etc.). Over time, the kids are quick to grasp the concepts, so the time he needs to teach them how to multiply on day 10 is much shorter than the time he needed to teach them on day one. Excited, he concludes that his new technique can help children with ADHD learn to multiply even large numbers, like 11 X 13 from the very start of their lessons. What external validity confound did Jacob not take into account?

Answer 1

Jacob did not consider the issue of transfer of learning when he concluded that his new technique could help children with ADHD learn to multiply large numbers from the start of their lessons.

Step-by-step explanation:

Jacob did not take into account the issue of transfer of learning when he concluded that his new technique could help children with ADHD learn to multiply even large numbers from the very start of their lessons. Transfer of learning refers to the ability to apply knowledge or skills learned in one context to another context. While the children may have become quick at multiplying by smaller numbers, it doesn't necessarily mean that they would automatically be able to apply the same technique to larger numbers without further instruction or practice.

Answer 2

a

Step-by-step explanation: