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When cognitive-behavioral assessment methods are compared to traditional assessments, cognitive-behavioral assessments

a. make fewer inferential assumptions. b. are plagued with problems related to definition. c. have fallen into disfavor. d. are generally of lower reliability and validity.

The standard definition of learning

a. applies to humans, with the exclusion of animals. b. gives emphasis to the unfolding of innate reflexes. c. focuses on action changes that result from experience. d. applies especially to intellectual knowledge rather than to the child's behaviors.