Psychology / 2 full pages @ least/ Research-Supported / No plagiarism / APA style

Write a paper  two pages, double spaced, 12 font.

STUDENT IS A YOUNG STUDENT NURSE, SINGLE,  EASY GOING.

Discuss what you learnt this semester in Psychology 101 in terms of how it will help you in achieving satisfaction in life. This is in particular reference to love and work. No research is necessary. This paper is focusing on your own self-reflection.

No spelling and grammar errors allowed.

 

Course Goals Overall:

A. Course objectives:

Upon Completion of the course, students will be able to:

1. define the fundamental concepts associated with each of the course’s major topics

2. identify the advantages and disadvantages of the various research methods used to study animal and human behavior and mental processes

3. apply major theoretical perspectives and/or data derived from psychological research to maximize self-management, self-improvement, and/or resolve personal, relational, social and/or workplace situations

4. analyze psychological information found  in  print, information technology, film, television, radio, and other resources by evaluating the authenticity, timeliness, relevance and validity of that information

explain the ethical considerations that govern psychological research with humans and animals and in conducting psychotherapy

5. demonstrate the skills of accessing, evaluating, and communicating current research pertaining to psychology topics by engaging in class discussions, individual or collaborative presentations, and/or written assignments that are well organized, cohesive and logical

6. explain how psychological data and theories have continually evolved and why that requires the ability to pursue lifelong learning

7. analyze and evaluate the role of diverse cultural, international, and global perspectives in the formation of differences in behavior, attitudes, and perceptions

8. analyze and evaluate their strengths and weaknesses as learners

B. Major Topics:

Topics addressed in PSYC 101, Introduction to Psychology, will include:

1. The evolution of modern psychology

2. Research methods and ethical issues in psychology

3. The sub-fields of psychology

4. Biological bases of behavior and mental process

5. Sensation and perception

6. States of consciousness

7. Basic principles of learning

8. Memory

9. Cognition, language and intelligence

10. Human development

11. Motivation and emotion

12. Personality theories and assessment

13. Stress: its causes, effects and control

14. Psychological disorders: their nature and causes

15. Prevention and treatment of mental disorders

16. Social psychology

17. The nature of cultural and gender diversity in the human experience

C. Rationale: PSYC 101 provides an excellent introduction into the world of professional psychology. In that Psychology is the study of human behavior, I sincerely hope that you, the student, will find much of what you learn to have personal relevance. I will do my best to help make the bridge between classroom academics and the reality of your own life. Even if you never take another psychology course, I hope you will take with you what you learned in this course and apply it to your own real world life. The knowledge you gain will surely help you become better in your interactions with parents, children, boyfriends, girlfriends, spouses, employers and employees. I will do my best to demonstrate how what we study in this course is relevant to what you encounter in the world outside the classroom.

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

paper psychology

In 1,400 words or less, please describe an incident relevant to social psychology that you
experienced or witnessed. Indicate the number of words at the top of the paper.
After describing the incident you either witnessed or experienced, explain how four (4) of the
course concepts you were exposed to (either in lecture or the book) have helped you better understand the
social psychology of this incident. Please use only our lecture or course textbook as sources for your
paper. Make sure to clearly and thoroughly explain each concept before describing how it has helped
your understanding of social psychology. Underline each concept. Cite your explanations of concepts
using the format (Text, p. XX), or (Lecture, Date). Please do not attach a Title Page, Bibliography or
Reference Page. This is unnecessary. Instead of quoting, paraphrase.

Your grade will be heavily based on the clarity and completeness of your concept explanations, as well as
how persuasively you show that the concepts have helped you better understand the incident. It also will
be based on following these directions (i.e. word count, number of underlined concepts, explaining an
incident).

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

Can this be written in APA style 7th edition only with 3 scholarly references? Use attachments provided.

What does the ACA code of ethics say about the role of counselors/group workers in regard to community presence and/or multiculturalism?

  1. Why is this important especially for group counseling? Name and discuss at least two (2) ethical codes in your response.
  2. Pick three (3) of the ten strategies highlighted in the Ten Strategies article and discuss for each one that you select:
  3. Why you believe this strategy is necessary for cultural awareness and competence in group work/group leadership
  4. Describe a specific example (not stated in the article) of how you could apply this strategy in a real world group setting.
  5. How does this strategy relate to one more of the ethical codes that you identified in section one of this paper
  • This assignment requires at least 3 scholarly references

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

7-2 Project Two

Competencies

In this project, you will demonstrate your mastery of the following competencies:

  • Evaluate approaches to cognitive research
  • Apply concepts of cognitive science to innovation and technology

Supporting Materials

The following resources support your work on the project:

  • ReadingTips for Writing Popular Blog Posts
    Review this Shapiro Library resource for useful tips about creating blog posts.
  • ReadingCategorization Is Cognition
    Review this blog-style article as an example of what your finished blog might look like. Notice the tips from the Shapiro Library article above that are present: a catchy title, an image, and well-written body text organized by headers.

Scenario

As technology evolves, members of the cognitive science community seek to better characterize the potential impacts that technology might have on our cognitive skills. There have been exciting benefits to the advances over the past 20 years, but have these same tools also changed the way we think? Have they changed our capacity to attend and process information? As you have learned in previous courses, such as PSY 222 (Research Methods) and PSY 260 (Statistical Literacy in Psychology), these sparks of curiosity can turn into research questions, and soon a body of work is produced—in this case, one that examines the effects of innovation and technology on the cognition of specific populations. To successfully complete this assignment, you will need to use your data literacy skills and analyze the research for what it is and for what it isn’t.

For this project, due in Module Seven, you will create a technology and cognition blog post with the goal of educating a general audience, as well as healthcare providers, who are educated but not necessarily familiar with your topic of research. Do your best to summarize your sources in your own words with a scientific and formal but not overly technical tone. As such, do not use quotations in your blog, but be sure to use in-text citations and references appropriately. Building this type of communication skill will exercise your ability to consume information and will benefit you in any career path you choose.

In your Project Two Milestone, which was due in Module Five, you selected a topic and completed an annotated bibliography of current research related to your topic. Be sure to incorporate any instructor feedback on the analysis of your sources before beginning work on this project. You will use all of the primary sources from your milestone to complete this project. You must address each of the rubric criteria listed below in about 600 to 900 words total.

Directions

Based on your topic selection and research in your Project Two milestone, create a technology and cognition blog post using the Project Two Template. You must address the rubric criteria listed below in about 600 to 900 words total:

  1. Topic Summary and Theory Background
    1. Describe why research is being done on your selected topic.
    2. Summarize how technology affects cognition for your selected topic.
    3. Describe how a classic theory or concept in cognitive psychology applies to your selected topic. Examples include encoding specificity, levels of processing, late or early selection models, the multiple resources approach to attention, automaticity, and the dual-route model of language.
  2. Compare and Contrast Primary Research Articles: To answer each of the questions below, compare and contrast two of the three primary sources you identified in your Project Two milestone. Incorporate all three primary sources in your responses.
    1. Compare the use of participants in two primary sources of your choice. Consider how the choice of participants is relevant to the research or how comparing the participants could inform future research or different conclusions.
    2. Compare the measures, tests, and research designs used in two primary sources and compare how these measures relate to the specific domains of cognition mentioned in the articles. Consider how the research methods used are relevant to the research and how they can inform future research or different conclusions.
    3. Compare the limitations identified in two primary sources of your choice. Consider how the limitations are relevant to the research methodology implemented or conclusions drawn. For example, does the methodology in one article use procedures that can be used to infer causation more precisely and accurately? Does one source have a more representative sample than the other?
  3. Conclusions
    1. Describe your conclusions about your selected topic based on the research you have analyzed.

What to Submit

To complete this project, you must submit the following:

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

Milestone one …. Due 1/26/18 by noon

Submit a draft of the literature review due as part of your final research investigation using the three articles that were provided for your track and topic in Module Two.

In addition, for this milestone, you will need to find two additional articles to use for your final project.

Rather than following the format of a typical lengthier APA literature review, you will instead prepare five shorter, adapted, individual literature reviews (one for each article).

Each literature review should be 2-4 pages in length. (These literature reviews will lead up to the final literature review submission, which will consist of a total of five literature reviews, based on the three articles provided in your track and the two additional articles you find and select for this milestone.)

Total of five literature views ……

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

Applying Critical Thinking Reflections

Over the past five weeks you have learned about different elements related to critical thinking. You related the concepts to your personal experiences, and evaluated your critical thinking skills. You’ve identified fallacies, evaluated arguments, and learned the role of these concepts in your daily life. Now it’s time to apply the concepts together. In this assignment, you will review a real-world scenario and apply the critical thinking skills you have developed.

 

Write a 350- to 700-word reflection on the scenario, using the Reflection Template. Follow the instructions within the template to complete your reflection. You will need to include an introduction paragraph to introduce your reader to the topics you will be discussing; 3 body paragraphs, each with specific questions that need to be addressed within; and a conclusion paragraph to bring your paper to a close.

Review the Critical Thinking Scenario.

Note: The Reflection Template is already formatted appropriately, and you do not need to make any changes to the format. Be sure to demonstrate your critical thinking abilities in your responses to the questions, and ensure your paper flows well from topic to topic.

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

Phi 103 Week 3 Assignment

Counterargument Paper

 

This paper assignment expands upon your Week One Assignment and prepares you for the Final Paper. The expansion is to learn to improve one’s argument after investigating and fairly representing the opposite point of view. The main new tasks are to revise your previous argument created in Week One, to present a counterargument (an argument for a contrary conclusion), and to develop an objection to your original argument.

 

Here are the steps to prepare to write the counterargument paper:

 

  • Begin reviewing your previous paper paying particular attention to suggestions for improvement made by your instructor.
  • Revise your argument, improving it as much as possible, accounting for any suggestions and in light of further material you have learned in the course. If your argument is inductive, make sure that it is strong. If your argument is deductive, make sure that it is valid.
  • Construct what you take to be the strongest possible argument for a conclusion contrary to the one you argued for in your Week One paper. This is your counterargument. This should be based on careful thought and appropriate research.
  • Consider the primary points of disagreement between the point of view of your original argument and that of the counterargument.
  • Think about what you take to be the strongest objection to your original argument and how you might answer the objection while being fair to both sides. Search in the Ashford University Library for quality academic sources that support some aspect of your argument or counterargument.

 

In your paper,

 

  • Present a revised argument in standard form, with each premise and the conclusion on a separate line.
  • Present a counterargument in standard form, with each premise and the conclusion on a separate line.
  • Provide support for each premise of your counterargument. Clarify the meaning of the premise and supporting evidence for the premise.
    • Pay special attention to those premises that could be seen as controversial. Evidence may include academic research sources, supporting arguments, or other ways of demonstrating the truth of the premise (for more ideas about how to support the truth of premises take a look at the instructor guidance for this week). This section should include at least one scholarly research source. For guidance about how to develop a conclusion see the Ashford Writing Center’s Introductions and Conclusions.
  • Explain how the conclusion of the counterargument follows from its premises. [One paragraph]
  • Discuss the primary points of disagreement between sincere and intelligent proponents of both sides. [One to two paragraphs]
    • For example, you might list any premises or background assumptions on which you think such proponents would disagree and briefly state what you see as the source of the disagreement, you could give a brief explanation of any reasoning that you think each side would find objectionable, or you could do a combination of these.
  • Present the best objectionto your original argument. Clearly indicate what part of the argument your objection is aimed at, and provide a paragraph of supporting evidence for the objection. Reference at least one scholarly research source. [One to two paragraphs]
    • See the “Practicing Effective Criticism” section of Chapter 9 of your primary textbook for more information about how to present an objection.

 

For further instruction on how to create arguments, see the How to Construct a Valid Main Argument and Tips for Creating an Inductively Strong Argument documents as well as the video Constructing Valid Arguments.

 

For an example of how to complete this paper, take a look at the following Week Three Annotated Example. Let your instructor know if you have questions about how to complete this paper.

 

 

 

The Counterargument Paper

 

  • Must be 500 to 800 words in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (for more information about using APA style, take a look at the APA Essay Checklist for Students webpage).
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least two scholarly sources in addition to the course text.
  • The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
  • Must document all sources in APA style as outlined in the Ashford Writing Center (for more information about how to create an APA reference list, take a look at the APA References List webpage).
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

 

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

SOCW 6121/Field IV Wk 4

Discussion1: Confidentiality

One of the most important concepts in clinical practice and group work is confidentiality. All members of the group sign an informed consent form in order to address the rules and parameters of the group sessions. The rules regarding confidentiality are stated in one section of the form. Although every member must sign this agreement, ensuring that all information shared in the group remains confidential can be difficult. As the group leader, the clinical social worker is responsible for developing strategies so that all members feel safe to share.

For this Discussion, review the “Working With Groups: Latino Patients Living With HIV/AIDS” case study.

· Post strategies you might prefer to use to ensure confidentiality in a treatment group for individuals living with HIV/AIDS. 

· Describe how informed consent addresses confidentiality in a group setting. 

· How does confidentiality in a group differ from confidentiality in individual counseling? 

· Also, discuss how you would address a breach of confidentiality in the group.

References (use 3 or more)

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader].

“Working With Groups: Latino Patients Living With HIV/AIDS” (pp. 39–41)

Himalhoch, S., Medoff, D. R., & Oyeniyi, G. (2007). Efficacy of group psychotherapy to reduce depressive symptoms among HIV-infected individuals: A systematic review and meta-analysis. AIDS Patient Care and STDs, 21(10), 732–739.

Lasky, G. B., & Riva, M. T. (2006). Confidentiality and privileged communication in group psychotherapy. International Journal of Group Psychotherapy, 56(4), 455–476.

Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.

Working With Groups: Latino Patients Living WithHIV/AIDS

The support group discussed here was created to address the unique needs of a vulnerable population receiving services at an outpatient interdisciplinary comprehensive care center. The center’s mission was to provide medical and psychosocial services to adult patients living with HIV/AIDS (PLWH). Both patients and providers at the center expressed a need for a group to address the needs of the center’s Latino population. At the time the group was created, 36% of the center’s population identified as Latino, and 25% of this cohort identified Spanish as their primary language. The purpose of the group was twofold: 1) to reduce the social isolation felt by Latino patients at the center and 2) to create a culturally sensitive environment where Latino patients could explore common medical and psychosocial issues faced by PLWH within a cultural context.

Planning for the group consisted of 1) defining a format for the group, 2) recruiting appropriate members, and 3) building an appropriate group composition. When considering the format of the group, I thought about structure, time, place, and language. The group was designated a closed group in that new patients were not admitted once the initial membership was determined. The group was held in the center’s conference room, which was furnished with comfortable seating around a large conference table so that members were visible to each other during group sessions. The group met once a week for 90-minute sessions during which 60 minutes were spent on open discussion and the last 30 minutes were spent on having lunch. Given the importance of food in the Latino culture, I thought members would appreciate the opportunity to share a meal with their peers. I decided to designate the group as Spanish-speaking so that all sessions were held in Spanish. This offered members not only a sense of comfort and an opportunity to explore issues in their native tongue, but it also addressed the language barrier that often isolates Latino PLWH.

I used several strategies to recruit members. I hung flyers throughout the center, and I informed my colleagues about the group during interdisciplinary staff meetings. Referrals ultimately came from physicians, social workers, and even administrative staff who had developed relationships with patients at the center. When considering group composition, I focused on creating balance in group size and the characteristics of individual members. I worked to create a group with enough members so that discussions would be fruitful and differing opinions could be presented, but at the same time, individual members would have an opportunity to discuss their unique feelings, thoughts, and opinions. When it came to member characteristics, I strove to create a balance between homogeneity and heterogeneity across such domains as age, sex, sexual orientation, socioeconomic status, etc. The goal was to create a group where no member felt isolated by uniqueness while simultaneously promoting diversity between members. Prior to being admitted to the group, potential members were interviewed/screened in person or by phone. The focus of these interviews was to 1) assess the patient’s ability to communicate in Spanish, 2) describe the purpose of the group, 3) discuss individual expectations for the group, and 4) answer questions about group process and function. A total of 15 patients were referred. Four declined to participate before the group started and two did not show up after the first session. Of the remaining nine members, three were women and six were men. All of the men had a significant history of intravenous drug use (IVDU). Two of the men identified as gay, one identified as bisexual, and three considered themselves to be heterosexual. All of the women were heterosexual, identified a risk factor of unprotected heterosexual sex, and denied a history of IVDU. Members’ ages ranged from 36 to 60.

The group ran successfully for 18 months. Throughout the life of the group, several recurrent themes were discussed, including 1) stigma of HIV and homosexuality, 2) disclosure of HIV status, 3) safer sex practices, 4) adherence to HIV treatment, and 5) the doctor–patient relationship. Each of these themes was discussed within a cultural context giving light to issues such as familialism, collectivism, simpatia, machismo (gender roles), and Latino culture’s tendency to rely on a folk model of medicine.

As in most groups, certain members adopted roles within the group. For example, Anna, a 46-year-old female member, adopted the role of the “silent member.” She repeatedly came to sessions and sat in silence, only responding when she was prompted by direct questions from me or other members. The challenge with Anna was that as this behavior continued, other members tended to ignore her and leave her out of the discussion. In turn, it became my role to try to engage Anna as much as possible and draw her into the discussion. Another example is Diego, a 60-year-old male, who adopted the role of the “help-rejecting complainer.” Throughout group sessions, Diego repeatedly presented a problem or issue and engaged the entire group by asking for help. When members responded with suggestions or solutions, he came up with a myriad of excuses why none of them would work. I will admit I was not successful at altering Diego’s behavior in any way. I attempted to point out the pattern, and I tried to ask other members how it felt to constantly have their input rejected, but nothing seemed to work. Group members did express frustration and boredom with Diego. This was manifested in their body language and during group sessions when Diego was not present. When members spoke about Diego in his absence, I always encouraged them to bring these issues to his attention when he was present, but members were not able to do this because they were fearful of hurting his feelings.

Ultimately, the group served as an arena for mutual support and commonality. Group members forged relationships with peers with whom they would not have had contact in the absence of the group. They also had the opportunity to reflect on their illness and personal experiences within a safe and culturally sensitive environment. While a scientific evaluation of the group was not performed, I witnessed and members reported positive outcomes from the experience.

Discussion 2: Week 4 Blog

Refer to the topics covered in this week’s resources and incorporate them into your blog.

Post a blog post that includes:

· An explanation of potential challenges for assessment during your field education experience at a military mental health clinic

· An explanation of personal action plans you might take to address assessment in your field education experience at a military mental health clinic

References (use 2 or more)

Birkenmaier, J., & Berg-Weger, M. (2018). The practicum companion for social work: Integrating class and fieldwork (4th ed.). New York, NY: Pearson.

Chapter 6, “Social Work Practice in the Field: Working with Individuals and Families” (pp. 117-154)

Savaya, R., & Gardner, F. (2012). Critical reflection to identify gaps between espoused theory and theory-in-use. Social Work, 57(2), 145–154.

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

Stages of Group Therapy

A simple way to remember the stages of group therapy is as follows: form, storm, norm, perform, and adjourn. For its members, a therapy group begins with the group’s first gathering (form). Early meetings are frequently accompanied by some level of conflict (storm) as members learn to work together and establish the “rules” of the group. As members become more comfortable with the process (norm), their ability to work toward a common goal improves (perform). This is when the bulk of the therapy group’s productivity occurs. Finally, when the desired results have been achieved, the group terminates (adjourn). There are more scientific names associated with these stages, and there can be sub-stages, as well, but the underlying concepts of progression and change over time remain the same.

Effective therapy group leaders should be aware of what clients may be feeling during particular stages of group therapy and know techniques to help the group members move throughout the various stages. In addition, therapy group leaders need to be aware of group dynamics, including recognizing how therapy groups get stuck, as well as why and how to help groups move through barriers. At times a group leader might let the group work through its own problems, but, at other times, the leader needs to be proactive and take control of the therapy group.

For this Discussion, select one of the stages of group therapy. Consider the key characteristics of the stage you selected and how you might identify that stage during the therapy process. Also, think about the steps you might take to smoothly transition therapy group members to the next stage.

With these thoughts in mind:

 

WRITE a brief description of the stage you selected. Then, explain how you might recognize this stage in the therapy process (e.g., what you would do or say during this stage, what therapy group members would do and say during this stage). As the group therapy leader, explain what you might do in order to transition the group to the next stage. Provide examples to support your response.

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

Psychology – Lab Assignment 5

11/17/2016 Upload Assignment: Week 5 Lab Activity – PSYC­330­OL50­…

https://blackboard.campbell.edu/webapps/assignment/uploadAssignment?content_id=_2142242_1&course_id=_36869_1&assign_group_id=&mode=view 1/3

PART A: Design Identification

Answer the following six questions for each of the experiments described below:

1.   Identify the design (e.g., 2 X 2 factorial).

2.   Identify the total number of conditions.

3.   Identify the manipulated variable(s).

4.   Is this an IV X PV design? If so, identify the participant variable(s).

5.   Is this a repeated measures design? If so, identify the repeated variable(s).

6.   Identify the dependent variable(s).

Design 1:

College sophomores were given a short course in speed reading. Three groups had courses lasting for 5, 15, or 25 sessions. At the conclusion of the course, participants were asked to read a paragraph, followed by a test of comprehension. Before taking the test, participants in each group were offered a monetary incentive­no money, $1, or $10 for a certain level of performance. The researcher collected the reading time and number of correct items on the comprehension test for each participant.

Design 2:

A researcher interested in weight control wondered whether normal and overweight individuals differ in their reaction to the availability of food. Thus, normal and overweight participants were told to eat as many peanuts as they desired while working on a questionnaire. One manipulation was the proximity of the peanut dish (close or far from the participant); the second manipulation was whether the peanuts were shelled or unshelled. After filling out the questionnaire, the peanut dish was weighed to determine the amount of peanuts consumed.

Design 3:

A researcher studied the influence of intensity of room illumination (low, medium, and high) on reading speed among fifth graders. Also, children were classified as “good” or “poor” readers from achievement test scores. Each group of children read 750­word passages under all three levels of illumination (three reading trials). The order of trials for each child was randomly determined.

Design 4:

A researcher investigated the effect of a child’s hair length on judgments of personality and intelligence. Teachers were shown photographs of children to obtain their “first impressions” of the children. Each teacher was shown a boy or girl whose hair was either very short, shoulder length, or very long. Teachers rated the friendliness of the child and estimated the child’s intelligence level.

Design 5:

An investigator was interested in the effects of various treatments on reduction of fear in phobic participants. He suspected that type of phobia may interact with therapeutic treatments; specifically, that the types of treatments for agoraphobics (fear of open spaces) and claustrophobics (fear of closed spaces) might be different. He divided participants into two groups based upon type of fear and then assigned members of each group to treatment groups: desensitization, insight, or implosive therapies. After three months of treatment, participants’ anxiety in the feared situation was measured

Design 6:

 

 

11/17/2016 Upload Assignment: Week 5 Lab Activity – PSYC­330­OL50­…

https://blackboard.campbell.edu/webapps/assignment/uploadAssignment?content_id=_2142242_1&course_id=_36869_1&assign_group_id=&mode=view 2/3

Participants participated in a driving simulation study to investigate night­driving reactions as a function of alcohol consumption and road conditions. Participants drank “cocktails” containing either no alcohol, 3 ounces of alcohol, or 6 ounces of alcohol. After 30 minutes, they began the driving simulation test. Each participant simulated a drive on a straight road, a road with gentle curves, or a road with many sharp curves and on which the participants encountered various road hazards. Driving speed and the number of accidents were measured.

Design 7:

A researcher was interested in the effects of sexual arousal on the ability to concentrate, and also wondered whether gender and age are important factors. The researcher had participants read passages that were low, medium, or high in sexual arousal content. The participants included both males and females and were divided into three age categories (18­24, 25­35, and 36­50 years). After reading the passage, participants were asked to perform a proofreading task; the researcher measured the number of errors detected on the task.

PART B: Annotated bibliographies

Using the Wiggins Memorial Library, find 3 scholarly journal articles from peer­reviewed journals (no open­access journals or student journals are allowed). Create an annotated bibliography for each article with each source listed in correct APA format. This should give you a total of 3 annotated bibliographies. These can be used as the foundation for your research proposal (although you aren’t required to use them).

Note that an annotated bibliography is a compilation of sources related to a given subject which includes critical or explanatory information.

Annotated bibliographies have many uses… First, they provide a compilation of sources with intelligent commentary; this means that not only do you have a summary of the content of an article, but you also have some comment as to why the article is (or is not) of use. Second, ABs provide a quick reference for useful definitions and key ideas (if you’ve done your job). Finally, ABs help provide you with an overview of the field so that you are not repeating work that’s already been done. This will allow you to potentially make a genuine contribution to the body of research (or at least get a better grade on your current project). For each of your annotated bibliographies, you should include the following:

1. A reference in APA Style

2. A short summary indicating: The question or problem addressed by the article (the “topic” and research question); The main variables being studied The article’s method of analysis (experimental? theoretical?); The article’s thesis, conclusions, and/or recommendations.

3. Your assessment of the article’s usefulness (global and specific) to your research goals for example, maybe you need only the bibliography or a specific discussion of a particular theory

4. Any useful definitions or key ideas, in quotes, with PAGE NUMBER specified!

Example

Bennett, C.W., & Ling, D. (1977). Effects of Voiced­Voiceless Discrimination Training Upon Articulation of

Hearing­Impaired Children. Language and Speech, 20(3), 287­293.

This article questions whether voiced­voiceless discrimination training will aid the articulation in hearing­impaired children. Six severely hearing­impaired children ranging  from 8­10 years of age were the subjects. One group of 3 children received discrimination training on the /ba­pa/ distinction and the second group of 3 children received  training on the /ba­pa/, /da­ta/, and /ga­ka/ distinctions. A vibro­tactile aid was used so the individuals could feel the voice onset time. Once the individual correctly  distinguished between voiced and voiceless stops for a certain criterion, the vibro­tactile cue was reduced in intensity. The next step involved responding to voiced and voiceless syllables by producing them. The results showed that the training in audition alone does result in improved production. Subjects in

 

 

11/17/2016 Upload Assignment: Week 5 Lab Activity – PSYC­330­OL50­…

https://blackboard.campbell.edu/webapps/assignment/uploadAssignment?content_id=_2142242_1&course_id=_36869_1&assign_group_id=&mode=view 3/3

the first group showed greater generalization perhaps due to the limited set in training. This may have helped the hearing­impaired children focus on the critical variable of voice onset time.

“Our hypothesis was that by providing training through audition alone we could change the perceptual strategies of children who relied heavily upon vision in such a way that their articulation would be improved with regard to the voicing dimension.” Page 288.

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now