Revised Synthesis – Researcher Skills

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Synthesis is the act of creating something new from multiple existing entities. Synthesis of research, then, is creating a new idea from existing ideas. Synthesis of research is not a single innate skill. Rather, it is a process learned through time and practice. At the doctoral level, writing is a continual process of revision as learners improve skills and build subject matter expertise.

In Topic 4, you submitted a Synthesis Paper and received both feedback from your instructor and a grade for your work. In this assignment, you will expand upon your original paper with additional research from additional sources, incorporate feedback from your instructor, and provide a reflection section addressing your revision process.

General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Locate the Synthesis Paper you completed in Topic 4 and the feedback provided by your instructor.
  • Locate and download the Revised Synthesis Paper Supplemental Articles List.
  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • Doctoral learners are required to use APA 7th style for their writing assignments.
  • Refer to the Publication Manual of the American Psychological Association for specific guidelines related to doctoral-level writing. The manual contains essential information on manuscript structure and content, clear and concise writing, and academic grammar and usage.

Directions:

Locate the Synthesis Paper you completed in Topic 4.

Select two additional articles from the Revised Synthesis Paper Supplemental Articles List in the topic Resources.

Using the feedback provided by your instructor and information from the two additional articles you selected, write a Revised Synthesis Paper with Reflection (1,450-1,800 words). Include the following in your paper:

  1. A Reflection (270-300 words) in which you discuss your revision process and how you incorporated your instructor’s feedback into the revised version. Like the format of an abstract, this section will receive its own page following the title page and preceding the Introduction.
  2. An introduction that provides context for the topic. This includes presenting a clear thesis statement.
  3. Support for your identified themes with evidence from each original article. You must also incorporate additional support from sources included on the supplemental articles list. Synthesize your discussion of the topic to support your thesis.
  4. A conclusion that demonstrates support of your thesis statement, brief summary of the main points from your two themes, and recommendations for future research on the topic.

See attachments for further instructions:

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classical conditioning

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In this assignment you will learn to identify the components of classical conditioning in real life situations. Please identify appropriate components in each of the situations listed below and write two paragraph summary sharing what you learned in this assignment.

1. Geraldine had an automobile accident at the corner of 32nd Street and Cherry Avenue. Whenever she approaches the intersection now, she begins to feel uncomfortable; her heart begins to beat faster, she gets butterflies in her stomach, and her palms become sweaty.
US:
UR:
CS:
CR:
2. Calvin was chased and assaulted by an aggressive rooster when he was just barely three years old. As an adult he still gets little blips in his stomach when he hears the word rooster, and he claims that birds make him nervous.
US:
UR:
CS:
CR:
Why do all birds make Calvin nervous?
Why does the word “rooster” cause him to have belly blips?
3. When Jim met Judy, it was love at first sight. Jim cannot explain why it is that Judy turns him on because he knows girls that are prettier and who have more outstanding personalities. At their wedding, a perceptive family friend commented that there is something about Judy that reminds her of Jim’s mother; maybe it is the way she smiles, or the pattern of freckles across her nose.
US:
UR:

This assignment must be submitted in “doc” or “ docx.” format. Additionally, it must be typed, double spaced, Times New Roman font (size 12), one inch margins on all sides. Type the question followed by your answer to the question. A title page is to be included. The title page is to contain the title of the assignment, your name, the instructor’s name, the course title, and the date. All assignments must be submitted in “Blackboard by by clicking on the Assignment link under the appropriate weekly unit and clicking on Browse to attach your work as a .doc or .docx.

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THE BIG FIVE INVENTORY. (PSYCHOLOGY)

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ATTACHED ARE MY SCORES AND THE FIVE DIMENSIONS OF PERSONALITY DESCRIPTION.

 

Background:  The Big Five Inventory (BFI) is a personality test that is based on McCrae and Costa’s Five Factor theory.  This assignment is intended to help you learn more about five factor theory and increase your understanding of how objective tests of personality are administered, scored, and interpreted.

1.        1.Take the test:   A PDF copy of the BFI is available in the handouts section of Blackboard.  Print a copy and take the test, following the instructions at the top of the form.

2.       2.Score the test:  Use the instructions for scoring the BFI, also available in the handouts section on Blackboard.  You will end up with five separate numbers, one for each dimension of personality described by Five Factor Theory.

3.Interpret the test:  In your textbook, read about the five dimensions of personality described by Five Factor Theory.  Your scores on the BFI represent the degree to which each of the five dimensions reflect your personality.  Based on the descriptions, write an essay that briefly describes each of the five dimensions, and reflects on the validity of the BFI as a means of evaluating these dimensions.  Do you feel that the test is an accurate representation of your personality? Complete answers tend to be one page long.

4.

5.       More information:    If you would like more information about the BFI, you may find the following links helpful:

http://psychology.about.com/od/personalitydevelopment/a/bigfive.htm

http://www.ets.org/s/workforce_readiness/pdf/21334_big_5.pdf

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A new classification (or possibly multiple classifications) to replace the authors’ young and middle adulthood classification A definition of your new classification(s) Support for your new classification(s). for example, this support may include referenc

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 socw 6210 Human Behavior & Social Environment II, WK 2 Discussion: Claaification of Life-Span Development.

When did you become an adult? Was it the day you graduated from high school? Or, was it the day you moved out of your parents’ or caregivers’ home? Your description of what it means to be an adult and how and when an adolescent transitions into adulthood may differ from that of your colleagues.

The authors of your course text, Zastrow and Kirst-Ashman, use the term young and middle adulthood to identify the life-span time period between age 18 and 65. This classification distinguishes this time in the life of an individual from childhood and adolescence and from the later years of adulthood.

Is the authors’ young and middle adulthood classification a useful one? What is especially useful and not useful about the classification? What changes would you make to the authors’ classification to make it more applicable to your role as a social worker?

For this Discussion, you analyze the author’s life-span classification and suggest ways to improve it.

 

  • A new classification (or possibly multiple classifications) to replace the authors’ young and middle adulthood classification
  • A definition of your new classification(s)
  • Support for your new classification(s). for example, this support may include references to theory and empirical research findings and should reflect the current understanding of biological, psychological, and social development
  • An implication your new classification might have regarding social work practice

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Case study

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Write a 700- to 1,050-word paper that addresses the following items from the case study:

· Apply financial planning concepts to advise Carol and explain how Carol can benefit from financial planning. Describe the benefits of using financial statements in financial planning.

· Utilize and explain strategies that Carol can use to increase her net worth. How does this affect her cash flow?

· Describe the sources available for asset management.

· Compile a list of legal protections that can be used to protect Carol’s assets.

· Using the information provided for Carol create a balance sheet and cash flow statement. Estimate  Carol’s overall net worth.

Click the Assignment Files tab to submit your assignment.

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Psy 3

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The Assignment:

For this Discussion Board, complete the following steps:

Step 1:

  1. Review the elements of Classical Conditioning, Operant Conditioning and Observational Learning in Chapter 6 of your textbook.
  2. Listen to the Goats and Soda podcast entitled “How To Get Your Kids To Do Chores (Without Resenting It)”   and read the follow-up article “How To Get Kids To Do Chores: Does The  Maya Method Work?”.  The article can be accessed through the NPR website  by clicking on the following link: Maya Method (opens in a new window).

Step 2:

In your initial post, thoroughly discuss the following:

  1. Explain  how each of the following learning concepts are demonstrated in the  “Maya Method”. Give concrete examples from the textbook, podcast and  article to support your statements.
    1. Shaping
    2. Positive reinforcement
    3. Unconditioned stimuli
    4. Unconditioned response
    5. Conditioned stimuli
    6. Conditioned response
  2. Discuss the potential consequences of using physical punishment to shape children’s behavior.

Citing Sources:    You must use APA style to reference your source(s) at the end of your  submission.  For this assignment, you must include reference information  for your textbook, the podcast and the article.  Information on how to  format reference information (including a reference generator) in APA  style can be found on the Purdue Online Writing Lab website at https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html (opens in a new window).

Acceptable Length: 300-500 word initial post; 2-3 sentence responses to at least three classmates.

Formatting Requirements:

  • Use 12-point Times New Roman or Arial font
  • Use double line spacing in the document
  • 1-inch margins all around

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ethical biases

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A minimum of  3 scholarly peered reviewed article  must be sited using APA format 500 words for each topic 81 and 82

 

Topic 81

Biases are something we all have, and it is important to be aware of what biases you have in order to monitor them carefully. Biases can be personal or professional in nature and confronting biases can help to overcome them. Discuss some areas on which you hold biases (divorce, domestic violence, death penalty, spanking, etc.)

What are your personal/professional biases? What harm can result from not being aware of them? What standards are violated if they are not acknowledged and addressed?

Topic 82

Dr. Jones has a client who is of a different culture and faith. He is not comfortable dealing with this patient due to past negative feelings from childhood. What are his ethical and legal obligations? Why are these legal and ethical obligations in place?

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I need someone to complete my psychology homework

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After reading Case 3: Neesha Wilson in the Wilmshurst text, please answer the following questions:

1. A) Identify which aspects of Bronfenbrenner’s model (figure above) are factors in Neesha’s case.

B) Also indicate which factors interact with each other and briefly explain how they might interact with each other.

2. Which of the items you identified for Q1 are risk factors?

3. Which of the items you identified for Q1 are protective factors?

4. Identify at least 3 ways in which Neesha’s mother’s depression has impacted her daughter.

5. Describe one strategy/intervention that you would recommend for Neesha’s mother to try at home.

6. Describe one strategy/intervention that you would recommend for Neesha’s teacher to try at school.

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Milestone 2

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Instructions

The second milestone for the final project includes three tasks:

  1. The Future of CP
    Explain your vision for the future of CP. Include specific examples to illustrate key points.
  2. Key Concepts
    Identify and analyze at least five key concepts in CP. Reference course resources, articles, and professional experience as appropriate.
  3. Stakeholder Perceptions
    Answer the following questions:

    1. Are the concepts identified readily agreed upon or contentious?
    2. How are the concepts understood by different stakeholder groups (police, educators, business owners, taxpayers, and so on) in the community? Provide specific examples to support your position.

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Behaviorist and Memory

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Question 1

Pick a Side: Behaviorist of Cognitivist

Prior to engaging in this discussion, be sure to review Chapters 3 and 4 from your text and any relevant Instructor Guidance.  This guidance can be very helpful as it may include strategies that support your preferred learning.

For this discussion, please choose one of the two options: behaviorism or cognitivism. Taking on the role of either a behaviorist or a cognitivist, you will demonstrate your understanding of your chosen psychological view by explaining why your theory and its history are important for others to understand and apply.

  1. Based on your own experiences, the resources listed above, and the scholarly article from the Ashford University Library you locate, analyze how learning and theory apply in real-life situations by listing the pros and cons of each.
  2. Provide evidence for your stance from your resources.
  3. Please describe two real-life scenarios you have experienced and explain how you applied these psychological principles to the personal, social, or educational issues you mention. Please do not share anything that you would be uncomfortable discussing in a public forum.
  4. Based on the camp you chose, continue to answer the following:

Additional behaviorist questions to consider:

  • Do you agree with the behaviorist view that learning can be described simply in terms of stimulus-response relationships?
  • Do you agree with the behaviorist view that learning only occurs if there is an outward manifestation? Why, or why not?
  • What are the potential advantages of defining learning as a change in behavior when considering your own career (or future career) and/or in your relationships?


Additional cognitivist questions to consider:

  • Do you agree with the cognitivist view that thinking is not a behavior but actually creates important implications affecting behavior
  • Why do cognitivists disagree with the behaviorist view that learning only occurs if there is an outward manifestation? What are the implications to the behavior(s) it identifies?
  • Cognitivism suggests that what we know to be true affects our behaviors and how we learn, What implications might this have in your own career (or future career) and/or in your relationships?

Example answer:

This week I will be taking the role of a behaviorist. Behaviorism focuses on overt or visible behavior meaning being able to witness a behavior being played out. Behaviorist John B. Watson believed that “rather than studying subjective feelings such as hunger, we should study visible behavior such as eating” (Lieberman, 2012, pg. 21). Behaviorists also argued that instead of speculating about what a person might be thinking, it would work best to present rewards, for example, then observe the effects it produces. It does not take into account thoughts or feelings the way that Cognitivism does, behaviorism focuses on outward manifestation instead.

A pro of behaviorism is that it can be observed therefore making it easy to measure with the naked eye. We are able to dissect if a difference exists from when the subject began to where they find themselves now. Another pro is that it is easy to implement and examine. It does not go into major depths of their thinking process or how their brain systems functions when responding to stimuli the way cognitivism does.

A con is that people can change their behaviors unexpectedly. They could make it seem like they have changed their behavior but in reality may only be doing so in order to receive the reward at the end, and may not be logically understanding why they should do the things they are doing. A second con is that it doesn’t require a lot of thinking in order to achieve wanted results. Once the subject notices the pattern form after several trials they will just repeat the same steps, like a routine.

A personal experience for me was when I was little and would misbehave or do something I knew I wasn’t supposed to, my mom would just open her eyes really wide and give me “the look”, and I knew what it meant. For me, getting “the look” was worse than getting scolded in front of other people, the way many parents do in attempt to “discipline” their kids. It took little to no effort for me to quickly grasp and associate that look with the desired behavior. I classify this as operant conditioning, which is one of the two types of conditioning in behaviorism; I classify it as OC because I have learned how to act differently based on the natural consequences of my previous actions.

Another experience is in first grade when the teacher wanted the class to be ready for the next lesson, she would wait for the class to be quiet and we all folded our hands in front of us. She would reward those who got ready first and had the cleanest area around them with two pieces of candy. This I classify as classical conditioning because she used positive reinforcement to get the desired behavior out of her students.

Yes, I agree with the behaviorists view that learning can be described simply in terms of stimulus-response because I have witnessed how someone’s behavior causes consequences whether positive or negative. Not every stimulus-response scenario occurs in a lab. These scenarios are presented to us on a daily basis and we don’t even realize it.

I also agree with the behaviorist view that learning only occurs if there is an outward manifestation because otherwise how can we prove that learning has taken place? If you are teaching a group of kids how to read, in order to verify that they have learned, you need to hear them read. You cannot imagine that they are silently reading to themselves.

The potential advantages of defining learning as a change in behavior when considering my own career (or future career) and/or in my relationships is that it will help guide me when it comes to what works and what doesn’t. I will be able to deter from making jokes my husband doesn’t like and will upset him, for example, and therefore be able to avoid a negative experience.

Reference:

Lieberman, D. A. (2012).  Psychology of Learning  San Diego, CA: Bridgepoint Education.

Question 2:

Prior to engaging in this discussion, please read “The Development of Memory Efficiency and Value-Directed Remembering Across the Life Span” article, watch the Memory processes, Storage and Recall and Three Kinds of Memory videos, and review any relevant instructor guidance.  This guidance can be very helpful as it may include strategies that support your preferred learning.

  1. For this discussion, first describe how memory development and learning affect each other by defining the types of memories listed below in your own words (the use of quotations is inappropriate) and citing personal examples of each.
    • Episodic Memories
    • Semantic Memories
    • Procedural Memories
  2. Next, apply basic research methods in psychology to your initial statements on these issues by researching at least one peer-reviewed article per memory type (three articles total) in the Ashford University Library to supplement your definition of each.  (For assistance in finding peer-reviewed articles in the Ashford University Library please view this tutorial.)

 

  1. After completing your research, critically analyze and discuss, in depth, how each of your real-life examples represents each type of memory.

 

  1. Lastly, evaluate and comment on how episodic memories, semantic memories, and procedural memories each potentially affect how a person learns.

Example answer:

I see memory as being the vault in a bank; it holds all the information (money) needed to take part in everyday life. People generally don’t stop and think how important memory is in order to accomplish day to day activities. It’s like a vault that holds all lived experiences that get stored and can then be retrieved or recalled at a later point, or when needed. There are three types of memory which are as follows: Episodic, Semantic, and Procedural.

I describe episodic memory to be just like it sounds: episodes. Like episodes of your life which include autobiographical events such as birthdays, holidays, as well as any personal experiences. I remember getting my first puppy, my siblings and I were in the pool and my mom had told us our dad had a surprise for us, but we didn’t know what it was. When she saw him pull up to the driveway she told us he had arrived and we all jumped out of the pool soaking wet, and made our way to the front of the house and there he was standing with a big cardboard box and we saw the puppy.

Semantic memory sounds almost like “cement”, to me at at least. Like cement, which is strong and long-lasting, semantic memory is part of long-term memory. It holds common things like how to pronounce your name, how to count to ten, names of countries, and names of colors and shapes. Semantic memory harbors facts that aren’t acquired from personal experiences. An example of this the fact that I know Peru’s capital is Lima, and that Washington is a state while Washington D.C. is the U.S. capital.

Procedural memory, like procedure, helps in remembering how to do things and how perform certain procedures. Such include procedures followed when a surgeon is in the middle of performing a surgery, or the basics like walking, going up the stairs, bike riding, etc. Examples of procedural memory include my knowledge on how to ride a bike or how to play the flute.

Episodic memory, as previously stated, is like autobiographical episodes of one’s life. Memory of a typical individual declines with age, and episodic memory, which retains contextual information about personally experienced events in one’s life seems especially vulnerable to aging (Mohanty, Naveh-Benjamin, & Ratnwshwar, 2016. Pp. 25). For people with Alzheimer’s for example, episodic memory is one of the first things they cannot recall. They forget details from their life, like if their mental cassette has started to reset, and little by little these details escape their mind.

In contrast, patients with Alzheimer’s disease typically display impairments in episodic memory, but with semantic deficits of a much lesser magnitude (Irish, Addis, Hodges, Piguet, 2012. Pp. 2178). While in episodic memory personal events are forgotten first, with semantic memory basic facts such as colors and shapes are not forgotten as easily.

Last, there is procedural memory which is retained longer by individuals with Alzheimer’s disease, suggesting that structuring of activities based on well learned habits may preserve function (Bonder, Zadorny, Martin, 1998. Pp.88). This demonstrates that procedural memory which includes something as getting dressed is retained longer in some individuals.

Reference:

Staveley-Taylor, H. (Director). (1996). Memory processes [Video file]. In The study of memory. Retrieved from the Films On Demand database.

Staveley-Taylor, H. (Director). (1996). Storage and recall [Video file]. In The study of memory. Retrieved from the Films On Demand database.

Staveley-Taylor, H. (Director). (1996). Three kinds of memory [Video file]. In The study of memory. Retrieved from the Films On Demand database.

Mohanty, P., Naveh-Benjamin, M., Ratneshwar, S., Psychology and Aging, Vol 31(1), Feb, 2016 pp. 25-36. Publisher: American Psychological Association; [Journal Article], Database: PsycARTICLES

Irish,M., Addis, D.R., Hodges, J.R., Piguet, O., Neurological Disorders and Brain Damage (2012, March 11). Publisher: United Kingdom : Oxford University Press; [Journal Article], Database:  PSYCINFO

Bonder, B., Zadorzny, C., Martin, R., Dressing in Alzheimer’s disease: Executive function and procedural memory,           Vol 19(2), 1998 pp.88-92. Publisher: Haworth Press; [Journal Article], Database: PsycINFO

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