3-2 Module Three Lab Worksheet

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Overview

Now that we have seen how we can focus on specific stimuli in our environment, we can reap the benefits of paying attention. The next stage along our journey into the mind is short-term memory. More accurately, we should probably designate it as working memory. The difference between the two terms is important: short-term means that it is limited in terms of time. Working tells us that there is a top-down process involved and a capacity to mentally work on the information that is maintained in consciousness. As always, cognition is not as simple as it seems!

The following labs will help you understand the type of information that we can manipulate, how much information we can process, and how it can be interfered with. As you complete these labs, ask yourself if the limits of our short-term/working memory are what we think they are. Can we easily think of two things at the same time? Can we easily manipulate information in our mind’s eye?

Prompt

Complete the following labs:

  • Memory Span
  • Irrelevant Speech Effect
  • Mental Rotation

Then, complete the Module Three Lab Worksheet Template. Specifically, you must address the following rubric criteria:

  • Record data and include screenshots of results for all module labs.
  • For the Memory Span lab, address lab questions accurately.
  • For the Irrelevant Speech Effect lab, address lab questions accurately.
  • For the Mental Rotation lab, address lab questions accurately.
  • Address the module question accurately.

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For Essays Guru- Community Teaching Plan: Teaching Experience Paper

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Details: This Paper should be based on the teachings on the Flu epidemic. Attached are the pamphlet and handout I created to go along with the teachings as well.

 

Note: This is an individual assignment. In 1,500-1,700 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:

  1. Summary of teaching plan
  2. Epidemiological rationale for topic
  3. Evaluation of teaching experience
  4. Community response to teaching
  5. Areas of strengths and areas of improvement

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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Psychology week 5 Discussions

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This is a graded discussion: 25 points possible due Jun 8 at 1:59am

Week 5 Discussion: Physical, Cognitive and Social Development & Sexuality

3 5

Required Resources Read/review the following resources for this activity:

Initial Post Instructions For the initial post, respond to one of the following options, and label the beginning of your post indicating either Option 1 or Option 2:

Be sure to make connections between your ideas and conclusions and the research, concepts, terms, and theory we are discussing this week.

Follow-Up Post Instructions Respond to at least two peers or one peer and the instructor. If possible, respond to one peer who chose an option different from the one you chose. Further the dialogue by providing more information and clarification.

Writing Requirements

Textbook: Chapter 11, 12 Lesson

Option 1: Human development includes cognitive, physical, social and moral development processes throughout our lifespan. Choose one of the major developmental areas discussed in the text (cognitive, physical, social or moral development) and briefly discuss its importance to human development. How would an individual’s well-being be impacted without proper development of this developmental area? For example, what happens when someone is lacking in social developmental areas? Or what about the person who doesn’t reach the level of post-conventional morality? Option 2: We are all shaped in some way by our life experiences from childhood to adulthood. How might someone’s gender identity and expression be shaped by others? What messages might a child receive about what it means to be a boy or a girl? Who are the types of people who send these messages (parents, friends, teachers, etc.)? What role does culture and the environment play in gender?

Minimum of 3 posts (1 initial & 2 follow-up) Minimum of 2 sources cited (assigned readings/online lessons and an outside source)

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Grading

This activity will be graded using the Discussion Grading Rubric. Please review the following link:

Course Outcomes (CO): 6

Due Date for Initial Post: By 11:59 p.m. MT on Wednesday Due Date for Follow-Up Posts: By 11:59 p.m. MT on Sunday

 

APA format for in-text citations and list of references

Link (webpage): Discussion Guidelines

(https://chamberlain.instructure.com/courses/63025/users/69954)Renee Owens (Instructor) Apr 19, 2020

!

You may begin posting in this discussion forum on Monday, June 1st.

This week, you have the option of choosing which topic to focus on for your initial response. You have the option of answering questions about Physical, Cognitive & Social Development OR Sexuality for your initial response. For your follow up response, please respond to at least ONE classmate who chose a different initial response topic than you. For example, if you chose to discuss physical, cognitive and social development for your initial response, make sure you respond to one person who chose sexuality as their initial response. You must still respond to at least two classmates or one classmate and the instructor to meet your discussion requirements for the week.

*Please be sure to review the discussion guidelines via the link provided above as to make sure you understand how discussions will be graded. Remember to cite all of your sources in APA format (in- text citations and list of references)*

*Initial response should be submitted by Wednesday, June 3rd, 11:59 pm MT and discussion requirements need to be met by Sunday, June 7th, 11:59 pm MT.*

 

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Option 1: Physical, Cognitive and Social Development

Human development is a process in which there are various cognitive, physical, social, and emotional milestones from conception to death. Choose one of the major developmental areas discussed in the text (cognitive, physical, social or moral development) and briefly discuss its importance to human development. For example, the embryonic or fetal period is important in physical development because if a fetus is exposed to a teratogen, any harmful substance such as a virus, drugs, alcohol or chemical toxins, it may result in a birth defect such as Fetal Alcohol Syndrome (FAS) (Feldman, 2018, p. 315).

 

Option 2: Sexuality

How would an individual’s well-being be impacted without proper development of this developmental area? For example, what happens when someone is lacking in social developmental areas? Or what about the person who doesn’t reach the level of post- conventional morality?

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Understanding sexuality varies from culture to culture, yet there are basic biological, cognitive, and emotional components in sexuality and sexual development. The different terms of sexuality and gender can be confusing, yet the terminology is important to understand. We are all shaped in some way by our life experiences from childhood to adulthood. So in this discussion, we will begin with exploring gender identity and gender expression.

 

 

References

Feldman, R. S. (2018). Understanding psychology (14th ed.). Dubuque: McGraw-Hill Education.

Greenwald, B. (2015, May 15). What kindergarteners taught me about gender. Retrieved from https://www.youtube.com/watch?v=yvJTsrWarrw

What kindergarteners taught me about gender | Bat…

How might someone’s gender identity and expression be shaped by others? What messages might a child receive about what it means to be a boy or a girl? Who are the types of people who send these messages (parents, friends, teachers, etc.)?

What role does culture and the environment play in gender?

(https://chamberlain.instructure.com/courses/63025/users/148121)Nicolle Bray (https://chamberlain.instructure.com/courses/63025/users/148121) Yesterday

!

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Option 2: We are all shaped in some way by our life experiences from childhood to adulthood. How might someone’s gender identity and expression be shaped by others? What messages might a child receive about what it means to be a boy or a girl? Who are the types of people who send these messages (parents, friends, teachers, etc.)? What role does culture and the environment play in gender?

Growing up I had believed that the biological factor of gender identity was the only factor. If you were born with male parts you were a boy. If you were born with female parts you were a girl. I did not know then that someone people identified themselves as the opposite gender even though biologically they were not. Along with that factor, the social aspect plays a key role in gender identity and it’s development.

When someone is developing their gender identity and expression the outside world can have a major influence. If the parents choices on raising the child based on their gender like blue or pink clothes, the child will tend to stick to that gender identity. It can shape how they see themselves. They are raised in a stereotypical home. Each gender has the role that is played in the household. The mother will be the housekeeper while the father is the bread winner. As we grow up we begin to see how each gender has gender appropriate behaviors they are expected to have (Feldman, 2018). They learn that masculine behavior is something you typically see in boys just like feminine is typically seen is girls. If a father plays rough with the son and not the daughter it can give off a message of gender appropriate behavior. Parents will have the first influence to shape the gender identity of someone. They are not the only ones that influence this though. Peers can have an influence as well (Santos, Martin, Granger, and Kornienko, 2016). Pressure can be put on someone to conform to stereotypical gender roles. In a society not long ago people were closed minded about gender roles. It was unacceptable and frowned upon to step outside the normal and just embrace the biological factor only. Only in the last five years or so has society seemed to change their outlook on issues like this. Depending on someone’s religion it can also play a role in their gender identity. They are a variety of roles in culture and the environment that can influence the gender identity of someone. It is nice to see how society is starting to become truly accepting of people who are different. I am a parent who wants my children to be who they really are and not hide to those who are still close minded. Acceptance and love play a big role in our house. In my opinion, this seems to be one of the few things that can help humanity come together.

References

Feldman, R.S. (2018). Understanding Psychology (14th ed.) Dubuque: McGraw-Hill Education.

Kornienko, O., Martin, C.L., Granger, K.L, & Santos, C.E. (2016). Developmental Psychology. http://dx.doi.org.chamberlainuniversity.idm.oclc.org/10.1037/dev0000200 (http://dx.doi.org.chamberlainuniversity.idm.oclc.org/10.1037/dev0000200)

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(https://chamberlain.instructure.com/courses/63025/users/141373)Ganna Shvets (https://chamberlain.instructure.com/courses/63025/users/141373) Yesterday

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Good evening Professor and classmates,

I decided to go with Option 1 for this week’s discussion.

According to Feldman (2018), starting from infancy to middle childhood and start of adolescence (11, 12 years old), children develop physically, cognitively, and socially. Physical development is a significant part of every human life. It accommodates the changes in the relationship between the size of different body parts. It is responsible for the biological changes, as well as sexual and physical maturity or so-called puberty. Physical changes that occur during puberty (spurt in height, development primary, and secondary sex characteristics) influence the way we view ourselves and how others view us. Later in life, physical development is responsible for aging. Wright et al. (2019), positively correlate physical development and physical activity with positive academic outcomes in elementary as well as secondary school students. It is found that physical development significantly and positively influences all the other developmental stages: cognitive, social-emotional, literacy, and language, which makes it an important part of school readiness. It is safe to assume that without physical development, all the other stages of development are in jeopardy. Physical development accounts for developing a healthy body composition, strong bones, muscles, and proper organ functioning, as well as gross and fine motor skills and development of thinking skills. Overall, physical development is crucial for becoming a healthy individual, and health largely influences all areas of our life. However, it is a combination of all developmental areas effectively aligned that allow us to become a functional unit of society.

Cognitive development is vital for understanding the world around us, learning skills, problem-solving. Cognitive development is essential for developing mental abilities that allow is to perform various tasks like reading, thinking, prioritizing, understanding, planning. Cognitive skills allow for future academic learning. Social development allows for successful interactions with others. Without social skills, it is more difficult to establish good relationships, which will stand in the way of an individual’s well-being in a society. It is an area responsible for learning positive social behavior. Moral development allows us to gain an understanding of what is right and wrong. It is an essential part of socialization. This area of development shapes us into ethical adults; the knowledge of rights and responsibilities is developed. If one does not reach post-conventional moral development, the understanding of the process by which community beliefs are formed may be absent, and the person’s beliefs may be misguided.

References

Feldman, R. S. (2018). Understanding psychology (14th ed.). Dubuque: McGraw-Hill Education.

Wright, P.M., Zittel, L.L., Gipson, T., & Williams, C. (2019). Assessing relationships between physical development and other indicators of school readiness among preschool students. Journal of Teaching in Physical Education, 38(4), 388-392

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(https://chamberlain.instructure.com/courses/63025/users/141636)Chastity O’Brien (https://chamberlain.instructure.com/courses/63025/users/141636) 1:16am

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!

Option 2

As we all go through life we experience many different people who influence our feelings about our sex that will challenge our gender perceptions. As a child I was taught at an early age the physical differences between men and women, things like women are smaller, men were taller and stronger and of course the obvious anatomical parts, but I was also raised with a strong beliefs about gender perception. It would have been easier if those strong beliefs were synchronized but living in a multigenerational household with my grandmother, mother and two uncles, their beliefs though strong were all very different. My grandmother believed in women should always look their best, be soft spoken, reserved and graceful. My mother believed that women were freedom so to speak, to be whimsical, free spirited and world oriented; work oriented was for men. My uncles believed in raising me to be strong, goal oriented and independent that a man was to be my partner not my provider. All of these beliefs have shaped me into the woman I am and continue to become. I believe all children are raised by a village, that village as a whole; parents, teachers and others that embrace their path can make an impression on how they perceive themselves, the world around them and the roles they should take on as a boy or a girl. In this day and age I find that our villages have grown more with social media and the strong influences that celebrities, sports figures and politicians bring. These sorts of influences are in some cases positive to perceive yourself as strong, beautiful and independent no matter your gender. Yet on the other side of this is, these powerful influential people say that but they way they present themselves has the opposite effect. For example, Ariana Grande, Miley Cyrus and Taylor Swift tell young women they are strong, beautiful and independent but dress extremely provacative, exhibit extreme dependency on unhealthy relationships and not being accountable for errors in judgement. This behavior shapes the false perception that fame, money and being sexy is being strong, beautiful and independent. It is not much different for young boys the perception given off by men celebrities is to be strong, smart and goal oriented they need to be starting fights, not taking accountability and having multiple unhealthy relationships so our young boys begin perceiving being a “Man” as hostile, loud and money gets you girls, cars and a get out of jail free card. Feldman makes a very powerful statement when he said, ” By shaping beliefs about how men and women should behave, these stereotypes potentially keep inequalities between the genders alive. Stereotypes that put pressure on people to fulfill those stereotypes, and may lead people to act in accordance with those stereotypes rather than in accordance with their own abilities.(Feldman,R.S.)

Reference

Feldman, R. S. (2018). Understanding psychology (14th ed.). Dubuque: McGraw-Hill Education.

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(https://chamberlain.instructure.com/courses/63025/users/145729)Amanda Chappell- Walkwitz (https://chamberlain.instructure.com/courses/63025/users/145729) 10:04am

!

Hello everyone,

Today I opted to discuss option 2.

Option 2: We are all shaped in some way by our life experiences from childhood to adulthood. How might someone’s gender identity and expression be shaped by others? What messages might a child receive about what it means to be a boy or a girl? Who are the types of people who send these messages (parents, friends, teachers, etc.)? What role does culture and the environment play in gender?

According to Feldman (2018), children’s gender identities are shaped by parents, media, teachers, and peers (p. 341-342). Gender identities are shaped by nearly everything, from the toys and clothes they receive from their parents, to the expectations that teachers and peers have for their behavior. For example, girls may have dolls and dresses and be expected to be polite and meek, while boys have trucks and dirty clothes and are expected to be rambunctious and outspoken. The environment in a classroom can have drastic, lasting effects on the gender identities of people. For example, females may be less likely to undertake a traditionally masculine career in a STEM field than males because of the stereotype that males are better at math (Molla, 2016, p. 4). Statistically speaking, males and females perform equally in math, but males have their self esteem boosted by teachers and are more often told that they are naturally smart and better at math, while girls are told that their good grades are just due to the amount of hard work they perform.

Culturally speaking, in Western societies boys are generally seen as more aggressive and oblivious, while girls are supposed to be more polite. This results in boys being 4 times more likely to be diagnosed with ADD or hyperactivity (Molla, 2016, p. 3) As a female with undiagnosed severe ADHD as a child, gender stereotyping took a great toll on me. Teachers labeled me as a bad student who didn’t try hard enough to succeed. This was further reinforced by watching my younger brother throughout my childhood who was diagnosed early and received aid in the form of several different therapies and extra support in school. I can only see it retrospectively now as I was just diagnosed in adulthood, but had the stereotype not been there and I received the same therapies, maybe I wouldn’t have dropped out of two different colleges and suffered from depression and serious financial issues in young adulthood.

Feldman, R. S. (2018). Understanding psychology (14th ed.). Dubuque: McGraw-Hill Education.

Molla, E. (2016). The role of school in gender socialization. The European Journal of Educational

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Sciences, 03(01), 1-7. doi:10.19044/ejes.v3no1a1

6/2/20, 11:35 AM Page 9 of 9

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Discussion Replies

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Topic 4 DQ 1

Nov 13-15, 2023

Academic relationships are critical to your success at GCU. These relationships include faculty members, university staff, tutoring and career resources, and student engagement. How would these relationships be important to your success? Please provide specific examples of relationships you plan to develop and why.

Reply my classmates below: At least 80 words responses

Hannah Lyon

Nov 15, 2023, 5:48 PM

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The most important relationship to cultivate would be with the faculty, specifically the course instructor. This relationship is essential because the instructor is the most critical resource; they have all the information and can answer all the questions about the assignments and course information. I like to ask many questions about assignments to ensure I understand how to succeed. Another relationship I plan to cultivate would be with the tutors. I will use tutors often during my academic journey, especially for my math classes. I am terrible at math, so the relationships I develop with the tutors will be vital for my success. Both relationships are meaningful to me, and one other one would be the university staff. They are crucial to the behind-the-scenes functions of my academic journey, especially my student success counselor, who has helped me immensely. She has helped with everything from financial aid and billing questions to enrollment questions. All three are valuable relationships in their own way; I won’t be successful without each one.

 

Deziree Lewis

Nov 15, 2023, 12:07 PM(edited)

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Good afternoon everyone,Academic relationships are in fact critical to your success at GCU. Forming a relationship with your student service counselor, instructor, as well as the faculty members is especially important. One is much more comfortable reaching out to ask questions or help when a relationship or bond is created within the two. I do my best to reach out and ask questions to my instructor whenever I am confused about an assignment. If I ever feel I am falling behind I will head straight to the learning center and sign up for a LEAD. And when I feel something is wrong with any of my classes I will contact my counselor. All great resources and great relationships to create.

Edwin Beltre Fernandez

Nov 14, 2023, 10:21 PM

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Relationships with faculty members, university staff, tutoring and career resources, and students are such a big factor in a student’s success. I’ve stated this before but the Military Division Department has been a major part of my learning career. One of the councilors has helped me with everything I needed, and to this day I’m grateful for them. I also believe having a good relationship with fellow students is very beneficial. A great benefit is there won’t be any problems among students so no fighting. Another benefit is if a student is very good at a subject and you are not you can ask for them to tutor you or help you study better. A relationship I plan to develop is career resources. This is something I can use outside of my major, and benefit from it. I’d like to use this to further my real estate business in any way possible. I’d like to find more contacts and hopefully people who have dealt with it.

Christopher Clinton

Nov 14, 2023, 4:18 PM

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Academic relationships are critical to my success at GCU because without them I would not be able to do the things I need to do or get the correct information needed. My relationship with faculty members is important because they are the ones who take the time to educate me and teach me the curriculum without them there wouldn’t be a way to attain a degree. University staff relationships are critical because they are the ones that help you along the way to find what you are looking for without floundering about and wasting much-needed time. Career resources are important because they help you with career path choices and help you decide where you want to be with a career. Student engagement is important because it exposes you to all walks of life and experiences you can learn from, and you never know who you might encounter in the future. You will need these relationships to help you succeed because no one can do it alone, we all need a little help. “Bear one another’s burdens, and so fulfill the law of Christ” (Galatians 6:2). By having these relationships, we honor GOD the Father.

 

Topic 4 DQ 2

Nov 13-17, 2023

Support groups are especially important when transitioning into the higher education environment. What support system(s) do you currently have in place? What support groups are available on campus? If you currently do not have a support system(s) or group(s), how will you create a support group that best reflects you and your academic and personal wellness support needs?

 

Reply:

 

mberlee Hoagland

Nov 13, 2023, 5:37 PM

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GCU offers so many resources we can build relationships with peers and gain support from. The office of student engagement is a great place to start, there are also life groups to study the bible.  My support group is a mix of family and friends mostly from churches I’ve previously attended. I love staying in God’s word when faced with a problem in life so I lean on those that are of Christ. They support me in life, cheer me on, and are supportive of this new journey of mine here at GCU! If I am ever overwhelmed I know I can also reach out to my counselor and instructors and I know I will have built a relationship of communication with them as I have currently and utilize that to my advantage when I am in need of support. This is not my only support system. I also have a lot of online friends and followers who support me and I am able to talk to them about life, school, and family life. I have even started my own support group before for survivors of domestic violence and relationship trauma and I’m still in touch with all of those women and men to this day. It is incredibly helpful to have a support system in all aspects of your life academic, career-wise, and personal.

Taryn Booker

Nov 13, 2023, 5:32 PM

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I have been a loner for so many years of my life that I am still uncertain about academic support groups. I haven’t noticed any for online students on the GCU site so I will continue to do the research to find something that is applicable to my degree if it is available online. I do have support systems in place However they are directly related and linked to my domestic violence support groups. I have reached out to The Association for Women in Computing and Women in Technology and hope to receive a response of acceptance by the end of the coming week. I keep in mind that I am still in the beginning phases of my academic pursuit and will continue to remain open-minded with regard to support groups yet to date I have not seen any information on the GCU site that is relevant to my degree.

REPLY

 

Alaa Shehata

Nov 13, 2023, 7:23 AM

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It can be a big step to move into a higher education setting, so it’s important to have a solid support network. For my part, I’ve been lucky to have a wide range of support systems in place. My family has consistently offered emotional support, motivation, and encouragement. I’ve also made connections with peers and instructors who have given me academic advice and a sense of community in my previous classes and I intend to do the same with my current classes. In my previous on campus studies, I have investigated a range of resources and support groups on campus, such as study groups tailored to particular courses, academic advisors who assist with course scheduling, and counseling services for individual well-being. These resources have been extremely helpful to me in my academic endeavors.On the other hand, I would prioritize building a sense of community and sharing experiences if I were to design a support group specifically for my needs in terms of academic and personal wellness. To establish a comprehensive support network, it might involve regular gatherings for study sessions, conversations about academic objectives, and even chances for social interactions. In the end, establishing a support system that suits my particular requirements is about finding people who share my goals for both academic success and personal well-being.

REPLY

 

Jill Derevage

Nov 14, 2023, 11:50 AM

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One support group that is extremely important to me as I move forward in my higher education is the support of my family. They are always there to help me in any way they can. I also have a wonderful group of teacher colleagues I have the privilege of working with daily. This group can help me if I need extra tutoring on a subject. They are so understanding and supportive of me going back to school. There are also some wonderful support groups on campus, such as my instructors and advisor, for any other issues that may arise, plus many more. In addition to all the incredible support systems I’ve mentioned, another could be starting a study group. I could ask my classmates if anyone would be interested and go from there. And, in time, we could become a wonderful group of students working together to help each other.

REPLY

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Case Study Analysis: Adulthood

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Case Study Analysis: Adulthood

For this assignment, you will complete an analysis of a case study that deals with one of the following stages of lifespan development: middle adulthood or later adulthood.

Select one of the following case studies from your Broderick and Blewitt textbook to complete an analysis of the developmental and contextual issues related to the selected case:

•David, page 554.

•Lupe, page 524.

Each of the case studies includes a set of questions that can guide your analysis of the pertinent issues for the particular case.

Expectations

Address the following in your case study analysis:

•Analyze lifespan development theories to determine the most appropriate theory or theories to apply to the case study.

•Apply the appropriate lifespan development theory to support an identified intervention process.

•Describe the potential impact of individual and cultural differences on development for the current age and context described in the case study.

•Write in a manner that is scholarly, professional, and consistent with expectations for graduate-level composition and expression.

Content

The case study analysis should be a maximum of 5 pages in length, including the introduction and conclusion, each of which should be approximately a half page in length. The body of the paper should not exceed 4 pages.

Provide the following content in your paper:

•An introduction that includes an overview of the paper contents, including a brief summary and background information regarding the case study.

•The body of the case study, including:

◦The presenting challenge or challenges and primary issue or issues.

◦The appropriate lifespan development theory and research-based alternatives that explain the presenting challenges.

◦The potential impact of individual and cultural differences on development for the current age and context described in the case study.

◦Evidence-based support from lifespan development theory and current scholarly research to support appropriate interventions.

•A conclusion that summarizes what was introduced in the body of the paper, with respect to the case study context, challenges, and interventions.

Requirements

Submit a professional document, in APA style, that includes the following required elements identified with headings and subheadings:

•Title page.

•Introduction (half page).

•Case study analysis (4 pages).

•Conclusion (half page).

•Reference page: Include a minimum of 5 scholarly resources from current peer-reviewed journals as references, in addition to referencing the textbook in which the case study is embedded.

•Font: Times New Roman, 12 point.

Resources

Website icon Case Study Analysis: Adulthood Scoring Guide.

Presentation icon APA Guide: The Title Page: Course Papers.

Website icon APA Style and Format.

PDF icon Professional Communications and Writing Guide.

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psychology (personality/theories)

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THE PERSON AN INTRODUCTION TO THE SCIENCE

OF PERSONALITY PSYCHOLOGY Fifth Edition

DAN P. McADAMS Northwestern University

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Publisher Jay O’Callaghan

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Senior Production Editor Valerie A. Vargas Marketing Manager Danielle Torio

Creative Director Harry Nolan

Cover Designer Kevin Murphy

Production Management Services Pine Tree Composition, Inc. Senior Photo Editor Hilary Newman

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ISBN-13: 978-0-470-12913-5

Printed in the United States of America

10 9 8 7 6 5 4 3 2 1

 

 

TO THE MEMORY OF MY TWO TEACHERS George W. Goethals

(1920-1995)

David C. McClelland (1917-1998)

 

 

About the Author

Dan P. McAdams received his PhD in personality and developmental psychology from Harvard University in 1979. He is a Professor of Psychology and of Human Development and Social Policy at Northwestern University, where he also directs the Foley Center for the Study of Lives. Dr. McAdams has won numerous teaching awards at Northwestern, including the Charles Deering McCormick endowed chair in Teaching Excellence. A leading personality researcher, he has written over 150 scientific articles and chapters, as well as written or edited 13 books, on such topics as the nature of intimacy and identity in human lives, the development of generativity in adulthood, themes of redemption and contamination in American life stories, and other aspects of personality structure and process, human motivation, and psychological development across the human life course. Dr. McAdams’ s 2006 book, The Redemptive Self: Stories Americans Live By, won the American Psychological Association’s William James Award for best general-interest book in psychology, across all subfields. Among the book’s other honors are the 2007 Association of American Publishers’ Award for top prize in Psychology and Cognitive Science. He is also the winner of the 1 989 Henry A. Murray Award for excellence in personality research and the study of lives and the 2006 Theodore Sar bin Award for contributions to theoretical and philosophical psychology. His work has been frequently featured in such media outlets as the New York Times, Wall Street Journal, Psychology Today, Newsweek, Self magazine, and Good Morning America.

v

 

 

Brief Contents

PREFACE xix

Part I THE BACKGROUND: PERSONS, HUMAN NATURE, AND CULTURE 1

Chapter 1

Part II

• STUDYING THE PERSON 2

Chapter2 • EVOLUTION AND HUMAN NATURE 31

Chapter3 • SOCIAL LEARNING AND CULTURE 67

SKETCHING THE OUTLINE: DISPOSITIONAL TRAITS AND THE PREDICTION

OF BEHAVIOR 105 Chapter4

• PERSONALITY TRAITS: FUNDAMENTAL CONCEPTS AND ISSUES 106

Chapters • FIVE BASIC TRAITS-IN THE BRAIN AND IN BEHAVIOR 155

Chapter6 CONTINUITY AND CHANGE IN TRAITS: THE ROLES OF GENES,

• ENVIRONMENTS, AND TIME 205

vii

 

 

viii BRIEF CONTENTS

Part III FILLING IN THE DETAILS: CHARACTERISTIC ADAPTATIONS TO LIFE TASKS 253

Chapter 7

Part IV

• MOTIVES AND GOALS: WHAT Do WE WANT IN LIFE? 254

ChapterB • SELF AND OTHER: SOCIAL-COGNITIVE ASPECTS OF PERSONALITY 301

Chapter9 • DEVELOPMENTAL STAGES AND TASKS 345

MAKING A LIFE: THE STORIES WE LIVE BY 385

Chapter 10

• LIFE SCRIPTS, LIFE STORIES 386

Chapter 1 1

• THE INTERPRETATION OF STORIES: FROM FREUD TO TODAY 429

Chapter 12

• WRITING STORIES OF LIVES: BIOGRAPHY AND LIFE COURSE 475

GLOSSARY 511 REFERENCES 525 CREDITS 575 NAME INDEX 579 SUBJECT INDEX 588

 

 

Contents

PREFACE xix

Part I THE BACKGROUND: PERSONS, HUMAN NATURE, AND CULTURE 1

Chapter 1

• STUDYING THE PERSON 2

WHAT Do WE KNow WHEN WE KNow A PERSON? 3

SKETCHING AN OUTL INE: DISPOSITIONAL TRAITS 4 FILL ING I N THE DETAILS: CHARACTERISTIC ADAPTATIONS 6

CONSTRUCTING A STORY: INTEGRATIVE L IFE NARRATIVES 9

SCIENCE AND THE PERSON 1 1

STEP 1 : U NSYSTEMATIC OBSERVATION 1 2

STEP 2 : BU I LDING THEORIES 1 3

STEP 3 : EVALUATING PROPOSITIONS 1 5

Setting Up an Empirical Study 1 6

The Correlational Design 1 8

The Experimental Design 2 0

PERSONALITY PSYCHOLOGY 2 1

T H E PAST A N D T H E PRESENT 22

Feature 1.A: Gordon Allport and the Origins of Personality Psychology 25

ORGANIZATION OF THIS BOOK 27

SUMMARY 2 8

Chapter2

• EVOLUTION AND HUMAN NATURE 31

ON HUMAN NATURE: OUR EVOLUTIONARY HERITAGE 32

PRINCIPLES OF EVOLUTION 32

ix

 

 

X CONTENTS

Part II

THE ENVIRONMENT OF EVOLUTIONARY ADAPTEDNESS 35 Feature 2.A: The Evolution of Religion 3 7

THE ADAPTED MIND 39 MATING 42 G ETTING ALONG AND G ETTING AHEAD 47

Feature 2.B: Some Women (and Men) Are Choosier Than

Others: Sociosexuality 48

HURTING, HELPING, AND LOVING: THREE FACES

OF HuMAN NATURE 50 AGGRESSION 51 ALTRUISM 54 ATTACHMENT 57

SUMMARY 65

Chapter3

• SOCIAL LEARNING AND CULTURE 67

BEHAVIORISM AND SOCIAL-LEARNING THEORY 68 AMERICAN ENVIRONMENTALISM: THE BEHAVIORIST TRADITION 68 EXPECTANCIES AND VALUES 74 BANDURA’S SOCIAL-LEARNING THEORY 76

Observational Learning 76 Self-Efficacy 78

THE SOCIAL ECOLOGY OF HUMAN BEHAVIOR 80 Feature 3.A: How Should Parents Raise Their Children? 81

MICROCONTEXTS: THE SOCIAL SITUATION 83 MACROCONTEXTS: SOCIAL STRUCTURE 85 GENDER AS A MACROCONTEXT 87 CULTURE 90

Individualism and Collectivism 92 Modernity 96 Feature 3.B: Race and Personality in the United States 97

HISTORY 99

SUMMARY 102

SKETCHING THE OUTLINE: DISPOSITIONAL TRAITS

AND THE PREDICTION OF BEHAVIOR 105

 

 

CONTENTS xi

Chapter4

PERSONALITY TRAITS: FUNDAMENTAL CONCEPTS

B AND ISSUES 106

THE IDEA OF TRAIT 1 08

WHAT IS A TRAIT? 1 08

A BR IEF H ISTORY OF TRAITS 1 1 1

Gordon Allport 1 1 3

Raymond B. Cattell 1 1 5

Hans Eysenck 1 1 6

THE B IG FIVE AND RELATED MODELS 1 1 9

Feature 4.A: What is Your Type? The Scientific Status of the

Myers-Briggs Type Indicator 1 24

MEASURING TRAITS 1 25

CONSTRUCTING A TRAIT MEASURE 1 25

CRITERIA OF A GOOD MEASURE 1 2 8

TRAIT I NVENTORIES 1 30

Feature 4.B: Narcissism: The Trait of Excessive Self-Love 1 3 1

PERSONALITY TRAITS AND PERSONALITY DISORDERS 1 36

THE CONTROVERSY OVER TRAITS 1 42

MISCHEL’S CRITIQUE 1 43

AGGREGATING BEHAVIORS 1 45

INTERACTIONISM 1 48

Persons versus Situations versus Interactions 1 48

Reciprocal Interactionism 1 49

Traits as Conditional Statements 1 50

CONCLUSION 1 52

SUMMARY 1 53

Chapter 5

FIVE BASIC TRAITS-IN THE BRAIN

B AND IN BEHAVIOR 155

E: EXTRAVERSION 1 57

SOCIAL BEHAVIOR AND COGNITIVE PERFORMANCE 1 57

FEELING GOOD 1 59

N: NEUROTICISM 1 63

Feature 5.A: Extreme Sports and the Sensation-Seeking Trait 1 64

THE MANY WAYS TO FEEL BAD 1 66

 

 

xii CONTENTS

STRESS AND COPING 1 69

Feature 5.B: Are We Living in the Age of Anxiety? 1 70

EXTRAVERSION AND NEUROTICISM IN THE BRAIN 1 72

EYSENCK AND THE THEORY OF AROUSAL 1 72

THE BEHAVIORAL APPROACH SYSTEM 1 75

THE B EHAVIORAL INH I BITION SYSTEM 1 77

LEFT AND RIGHT 1 81

0: OPENNESS TO EXPERIENCE 1 83

CORRELATES OF 0 1 85

THE AUTHORITARIAN PERSONALITY 1 90

C AND A: CONSCIENTIOUSNESS AND AGREEABLENESS 1 92

WORK 1 93

LOVE 1 95

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Self-Regulation of Learning

/in /by

PART 1–  Compare and contrast the relative effectiveness of the self-regulation theories: behavioral theory, social cognitive theory, information processing theory, and constructivist theory.

PART2- Now that we are in the final week of the course, you should have quite a bit of knowledge regarding the different factors that influence learning. Pick 1 of the 6 learning questions and provide a supported response.

PART3- Review this week’s course materials and learning activities, and reflect on your learning so far this week. Respond to one or more of the following prompts in one to two paragraphs:

  1. Describe what you found interesting regarding this topic, and why.
  2. Describe how you will apply that learning in your daily life, including your work life.
  3. Describe what may be unclear to you, and what you would like to learn.

**Provide citation and reference to the material(s) you discuss.**

PART4-

Self-Regulation of Learning

Use published human and animal research and behaviorist, social cognitive, information processing and constructivist theory to develop an outline of a research proposal to measure self-regulation in one of the following fields:

· Environmental or evolutionary psychology

· Forensic psychology

· Health or sports psychology

· Industrial/organizational or engineering psychology

Select and complete one of the following assignments:

Option 1: Self-Regulation Presentation

Prepare this outline of a research proposal as a 10-minute Microsoft® PowerPoint® presentation with speaker notes as if your audience were members of a foundation grant screening committee.

Address the following in your presentation:

· A description of how you are proposing to measure self-regulation

· The operational definitions, limitations, assumptions, hypotheses, and data analysis plans

· The deficiencies a critic might identify in your statement of limitations and assumptions

Option 2: Self-Regulation Outline

Prepare a 3- to 5-page annotated or expanded outline for review by members of a foundation grant screening committee.

Address the following in your outline:

· A description of how you are proposing to measure self-regulation

· The operational definitions, limitations, assumptions, hypotheses, and data analysis plans

· The deficiencies a critic might identify in your statement of limitations and assumptions

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Enthymeme in the Media

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Use the Internet to search for an example of an enthymeme in the media (e.g., Internet, television, radio, newspapers, etc.). Must be 2017 or newer.

  • • You may find an op-ed, political piece, advertising, et cetera.
  • • Identify the implied premise in the enthymeme.
  • • Why did you choose this example?

*** UNDER 50 WORDS *** Citation/Reference needed along with link.

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Discussion Replies

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The Question below is already answered:

In this topic, you are required to begin the development of your expository essay by completing several brainstorming techniques.

Please review the Topic 1 Resources and locate “Media: The Writing Process – Invention: Finding Your Ideas/Research & Sources.” Read the “Invention: Finding Your Ideas” section of this resource and then share with your classmates two brainstorming techniques that you found helpful. In addition, explain why you found these helpful and how it relates to information literacy and the writing process.

Reply to my classmates:

Sarah Rankin-Smith

Oct 18, 2023, 2:58 PM

Unread

One of the techniques that stood out to me for brainstorming would be brainstorming with others, and getting different ideas and key components that had not been thought of before.  With Individual brainstorming on a topic that I have little knowledge there would not be much ready information to work off of.  Once the initial brainstorming has been done, free writing could be a great component it solidifying the thoughts that have been given and organizing them in groups for key thoughts.  Although I typically use a mapping process between free writing and outline as a process guide for my outline, it could also be used instead of free writing to brainstorm how each key topic or information flows together.  It can also be used to discard ideas that do not necessarily fit into the paper flow.

 

 

Nurcan Ciftcikara

Oct 18, 2023, 1:15 PM

Unread

Food for Thought – Developing Ideas!

Class,

Free writing and brainstorming are both very effective to help develop ideas and get thoughts on paper. I think it’s important to note that there is not “correct” way to free write for each writer to develop their own method that works for them.

 

Can free writing benefit from including a little structure or does it impair our creative side?

 

 

Deanna Polk

Oct 18, 2023, 12:31 PM

Unread

Looking back on the brainstorming ideas, the two brainstorming ideas that I believe will be more beneficial to me are free writing and cubing. Free writing will be beneficial because free writing allows you to write without worrying about spell check or whether or not it’s a bad idea. You just writing whatever idea comes to mind. Just write and worry about the organization later. I believe cubing will be beneficial because tubing gives you a chance to brainstorm ideas without it being a right or wrong idea. It will also give you a chance to gather new ideas for your topic.

 

 

Teola Powell

Oct 17, 2023, 9:32 PM

Unread

The two most helpful brainstorming techniques for me are mapping and freewriting.

 

Mapping involves visualizing ideas using a central concept and branching them out with related thoughts and concepts. This helped because it encourages the organization of ideas, making it easier to see connections and develop a structured approach to a topic. This relates to information literacy as it helps visually organize and categorize information, enhancing one’s ability to analyze and synthesize data for writing.

 

Freewriting involves writing continuously without worrying about grammar, spelling, or structure. It’s helpful because it allows the free flow of ideas and helps overcome writer’s block. This relates to information literacy as it encourages critical thinking by allowing the exploration of various angles on a topic. It’s a way to gather and analyze information from multiple perspectives before refining it into a structured piece of writing.

 

 

Kerri Doherty

Oct 17, 2023, 7:47 PM

Unread

The two brainstorming techniques I will probably use most are brainstorming and mapping.  Brainstorming will help me just get ideas out there.  I don’t have to worry about any kind of organization or how I want to say something I can just write.  This will help with my anxiety when it comes to writing.  I tend to overthink.  I also think mapping will help since it is visual.  I can start with my topic and unwrap it so to speak or layer it.  It is a way to semi organize the ideas I come up with.  Both of these relate to information literacy because coming up with a general topic I probably will have tons of ideas and brainstorming will get them out.  Mapping will connect them and allow me to weed out ideas that don’t quite fit.  This narrows down the overload of ideas and helps to organize my ideas and relate them to my topic.

REPLY

MB

 

 

 

Question below is already answered:

2. Considering the resources and readings assigned to you this week, give a brief overview of what Information Literacy means in your own words. Include in your response, the process of information literacy and challenges that college students may face in becoming information literate.

Respond to my classmates:

 

Kari Clary

Oct 18, 2023, 11:59 AM

Unread

Information Literacy to me, means being able to communicate information in different ways, and styles. It also means having the ability to organize different information and to be able to find/ discover the information needed. The process of Information Literacy is basically identify, find, evaluate, apply and acknowledge the different available sources of information. I believe the challenges that we, as college students, face is the lack of research skills needed. I also believe time management has a lot to do with it also, procrastination and adequate research don’t really go hand-in-hand.

 

 

Ambrosina Pope

Oct 18, 2023, 6:29 AM

Unread

In the digital age, information literacy has become a crucial skill. It involves understanding when information is needed and knowing where to look for it, which information is relevant, and how to use it. With endless information at our fingertips, it can be challenging to separate truth from falsehoods. Therefore, it’s essential to take the time to go through and analyze the information to determine its relevance. One common challenge college students face is navigating resources and identifying the right keywords for their research. Students must develop effective search strategies to excel academically, such as identifying key concepts when searching online library resources.

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HS 2305 Legal and Ethical Issues In Human Service

/in /by

Chapter 1: Introduction to Professional Ethics
Answer the questions below by using chapter 1 of your textbook.

1. A social service agency might be required  to disclose client information:
☐ they are court-ordered to do so.
☐ they do not want to.
☐ anytime they want to.
☐ none of the above.

2. The first essential step toward ethical  decision-making is:
☐ ignoring client choice.
☐ telling the client what to do.
☐ identifying the problem or dilemma of a  client to be able to problem-solve with the client.

☐ reviewing too many processes.

3. When a client can no longer pay for  services, the American Counseling Associate allows:
☐ clients to see as many counselors as they want forever.
☐ clients to continue receiving services forever.
☐ counselors to stop counseling the client.
☐ none of these apply.

4. Ethics relates to _________:
☐ moral principles that govern a person’s  behavior or the conducting of an activity
☐ only employed people.
☐ only teachers.
☐ only children.

5. If HHS workers have conflict over potential  ethical situations, they should:
☐ ignore it.
☐ obtain feedback and direction from an immediate supervisor.
☐ go with only their own thought.
☐ don’t take action.

 

Chapter 2: The Counselor as a Person and as a Professional
Answer the questions below by using chapter 2 of your textbook.

6. When the unethical therapist or human service  agency provides services for clients longer than necessary for financial  reasons, it appears they are:

☐ catering to the client’s whims.
☐ keeping the client engaged in services to gain financially.
☐ being mean to the client.
☐ none of the above.

7. Nina has disclosed to her HHS worker that her boyfriend abused her, and she is being referred for counseling in order to determine whether or not she should continue the abusive relationship with her boyfriend. Which of the following statements should her HHS worker tell her?

☐ Your priority is to ensure your safety at all times.
☐ Stay with your boyfriend as he will change.
☐ Stay with your boyfriend as you can’t afford to leave.
☐ Ignore your feelings as they will pass.

8. Which of the following statements about HHS  workers is true?

☐ HHS workers should ignore their feelings.

☐ HHS  workers must maintain a work-life balance and practice self-care to ensure they do not burn out.

☐ HHS workers should ignore client needs over their own.
☐ None of the above.

9. Which of the following is an unethical situation on the part of an  HHS worker:
☐ making sexual advances on a client an HHS  worker is helping.
☐ maintaining client confidentiality.
☐ setting appropriate boundaries with clients.
☐ None of the above.

10. If a client makes sexual advances toward an  HHS worker, the worker should:

☐ set appropriate professional boundaries with the client which will discourage them from doing so in the future.

☐ go on a date with the client.

☐ make advances back with the client.

☐ none of the above.

 

The Importance of Ethical Decision  Making
Answer the questions below relating to ethical decision making.

11. Describe an ethical situation you could encounter while working with a client.

Type   answer here

12. Explain how you would deal with the unethical situation in #11  appropriately.

Type answer here

13. Explain why it is important to take a client’s feedback and perspective into consideration when making a decision related to ethical issues.

Type   answer here

14. Answer the questions below relating to an  ethical issue that can arise at a community level.

a. Sometimes unethical situations can occur at a community level. For instance, a non-profit agency might decide to only provide housing assistance to non-minority applicants. Describe how would you advocate for change in this unethical situation if you were a community advocate striving to ensure equal rights for your clients.

Type   answer here

b. Identify some barriers you might encounter while advocating for change.

Type   answer here

15. Why is it important to maintain appropriate ethics when making decisions in the HHS field?

Type   answer here

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