Controversial Statements in Psychology

Introduction to psychological appraisal and  treatment: Controversial Statements in Psychology

Controversial Statements in Psychology
Viewpoints vary greatly on the causes of different mental disorders and mental health problems. What people believe about these issues at the fundamental level is very likely to influence many other aspects of how they respond to the needs of those thought to be suffering with a mental health problem or mental disorder. In this Discussion, you analyze a controversial statement in psychology from a historical perspective, as well as the biological, psychological, and social factors that contribute to the psychological diagnosis or mental health problem in that controversial statement. Then argue for or against the statement’s validity. 
In order to prepare for this Discussion, review this week’s Learning Resources.

Controversial Statement:
Personality is formed in early childhood, and the root causes of mental health problems can be traced back to events during that period.

Discussion Question: 
1. Explain why the statement might have been thought to be true at the time in history when it was made. 
2. How has such a view changed over time? Provide a current argument for or against the statement based on biological, psychological, and social factors that contribute to the diagnosis or problem mentioned in the statement. 
3. Consider the importance of psychological appraisal and treatment for disputing or affirming the controversial statement, and note how your views may impact your use of psychological appraisal and treatment in such an instance.

Instructions: 

1). Label the post with the name of the controversial statement.

2). Support the Assignment with specific references to all resources used in its preparation (including URL where applicable).

3). All sources must be scholarly.

4). Include In-text citations and references ALL in the APA format.

Investigate current issues in mobile design and explain how the main results from your research feed into your final design.

Interaction Design Assignment

  • Scenario

Budio (2014) Scaling User Interfaces: An Information-Processing Approach to Multi-Device Design states that “Designing for all screen sizes must consider the capacity of the human–device communication channel, which depends on users’ memory, device portability, and screen size.”

Your task is to design a high fidelity multimedia prototype that takes into consideration the current key issues for interaction designers including cognitive psychology, design principles, methodologies and evaluation techniques. The accompanying report should explain in detail the development process and critical evaluation of the final high fidelity prototype produced.

The high fidelity prototype mobile website that will run on either a phone or tablet and will provide a welcome to London city, for tourists. ( User group)might be family, children ) The tourist should be able to see: local landmarks, places of interest, shopping, medical centre(s), places to eat and any other information you think a tourist would need during their stay in your chosen location.

You need to:

  1. Investigate current issues in mobile design and explain how the main results from your research feed into your final design.
  2. Critically discuss the key issues in cognitive psychology in relation to mobile website design and how these will feed into the development of your prototype.
  3. Critically evaluate the types of multimedia you could use for your prototype and fully justify the ones you choose.
  4. Fully justify the design principals and methodologies used.
  5. Create and evaluate a high level prototype, using software of your choice that allows your client to view sufficient scenarios that would enable them to decide whether to fund the project further.
  • Deliverables
  • Report
  • High fidelity prototype, using Photoshop.

The report will

  1. have a clear structure and coherent argument throughout, address all the required areas, clearly identifying the key issues and displaying critical analysis;
  2. offer full support for all points made.
  • The report to be well written throughout, and fully adequate to express ideas.
  • The high fidelity prototype will be well constructed and linked exactly to the points made in the report.
  • Assessment Criteria
    The relative weightings for the criteria are as follows and will take into consideration the student demonstration of their work:

Report

Logical structure                                                                     5%

Evidence of how cognitive psychology influences
the way users will interact with the system                15%

Effective identification and use of established design
principles and methodologies                                                 15%

Inclusion and rationale for the use of multimedia
applications                                                                             10%

Support for the points made                                       10%

Evaluation                                                                               10%

Standard of writing and language to express ideas.   5%

High-fidelity prototype
Links to the points used in the report                             15%

Evidence of effective Interaction Design principles    15%

Content page to follow

  1. Introduction
  2. Cognitive Psychology and the user

2.1 Identifying the user

2.2 How will cognitive psychology affect the user?

2.2.1Cognitive processes

Attention

Perception

Memory

Learning

Reading, Speaking, Listening

Problem-solving, planning, reasoning, decision-making

2.2.2Cognitive frameworks

Mental Models

Theory of Action

External Cognition

  1. Design principles and methodologies

3.1Design principles

Accessibility

Usability

Familiarity

Simple design

Grid System

Colour Contrast

Consistent

3.2Methodologies used

Design

Implementation

  1. Using Multimedia Content

4.1Multimedia types used

4.2Multimedia use rational

Device

Images

Videos/ Sound

  1. Development process

5.1 Low fidelity Design

5.2 High Fidelity Design

5.3 Final Design

  1. Evaluation

6.1Evaluation Criteria

Fitt’s Law

Benyon’s Principles- Learnability

Benyon’s Principles- Effectiveness

Benyon’s Principles- Accommodation

6.2Product Evaluation ( Annotating Screenshots)

Fitt’s Law

Benyon’s Principles- Learnability

Benyon’s Principles- Effectiveness

Benyon’s Principles- Accommodation

  1. Conclusion
  2. References

Research Methods and Data Analysis for Psychology.

Research Methods and Data Analysis for Psychology.
Related and Independent t-Tests
For this Hand-in Assignment, refer to the part 3 of the SPSS workbook. The workbook provides several worked-out problems that serve as examples of how to perform the statistical analysis presented this week, followed by 4 problems in Part 3 that you must complete on your own and hand-in. (IBM SPSS Statistic viewer is required for this document).
Assignment question:
For each of the (4) studies described in Part 3 of the SPSS workbook:
• Specify the design of each study, what the dependent and independent variables are, and then perform the appropriate analysis.
• Report the findings in the standard notation, and state what the implications of your analysis are for the hypotheses.
• Use the information in the worked-out problems in the first part of your workbook as guidance on how to present your findings.
Support your Hand-in Assignment with specific references to all resources used in its preparation.

How does educational achievement impact happiness?

INSTRUCTIONS: Please refer to the Main post ((A)below), and answer the instructor’s feedback (B) which follows.Give a firm example as answer. 

A. Main Post:
Research Question: “How does educational achievement impact happiness?”

Determining Appropriate ANOVA Design
Different cross-sectional studies have shown a positive correlation between educational achievement and subjective happiness. Generally, there is ambiguous evidence regarding this correlation (Helliwell, 2003; Veenhoven, 2010). The relationship between educational achievement or success and happiness or satisfaction in life can be studied through secondary and primary data. Primary data can be obtained through surveys on an identified population sample over time. The independent variable in this research problem will be educational achievement or success and lack of educational achievement or success, while happiness will be the dependent variable. The research will attempt to provide proof of the positive impacts of educational success on happiness by utilizing the common life satisfaction statistic regressions. In addition to this, the research on this problem will also offer evidence of heterogeneity in the sample population during data gathering, factoring in various levels of education, with regards to the determinants of personal happiness. 
Since this experiment deals with more than one independent variable, factorial design ANOVA would be more appropriate in this case (Page, Braver, & MacKinnon, 2003; Wilson & Maclean, 2011, pp. 379-414). The main significance of using factorial design in this research is that it offers unique and applicable information on the interaction between variables and/or integrates the effects the variables have on the dependent variable. A ‘within group’ ANOVA will be significant in this research. This means that a repeated measure design will be used in comparing the quantitative and qualitative variables in determining the mean difference when the participants in the survey are subject to similar conditions. In addition, this can help in determining the research hypotheses: either group is greater than the other or the groups are equal, null hypothesis. 
The independent variable in this research problem, also known as the ‘factor’, will be educational achievement or success and lack of educational achievement or success while happiness will be the dependent variables. The independent variables will be within the factors. The rating of happiness with educational achievement will be stored as a single variable in the data set while the rating of happiness without educational achievement will be stored as another variable (Moore & McCabe, 2003; Page, Braver & MacKinnon, 2003; Sheskin, 2004; Wilson & Maclean, 2011, pp. 379-414). The difference will be determined through:
Difference = (happiness with educational achievement) – (happiness without educational achievement). 
After designing this variable, it is possible to use a single sample t-test to determine whether the mean difference has a significant difference from a consonant. This logic can be applied in testing if the mean happiness with educational achievement is significantly different from the mean happiness without educational achievement. In instances where the two means have an equal value, it is expected that the difference between them will be zero (Sheskin, 2004, p. 1138). In that case, it should be tested whether the means are significantly different through testing whether the mean of the determined difference variable has a significant difference from zero. 
Advantage
The main advantage of using factorial design in this research is that it offers unique and applicable information on the interaction between variables and/or integrates the effects the variables have on the dependent variable. Additionally, when there is a correlation along with the major variables, this design allows for re-examination of the identified variables to see whether they have statistical significance. The design of the ANOVA will also be significant in conducting t-tests in determining the mean differences between the variables (Wilson & Maclean). 

References
Helliwell, J. F. (2003). How’s life? Combining individual and national variables to explain subjective well-being. Economic Modelling, 20 (2): 331–360.
Moore, D. S., & McCabe, G. P. (2003). Introduction to the Practice of Statistics (4th edition). New York, NY: Freeman. 
Page, M. C., Braver, S. L., & MacKinnon, D. P. (2003). Levine’s Guide to SPSS for Analysis of Variance (2nd edition). Mahwah, NJ: Lawrence Erlbaum Associates.
Sheskin, D. J. (2004). Handbook of Parametric and Nonparametric Statistical Procedures (3rd edition). Boca Raton, FL: Chapman & Hall.
Veenhoven, R. (2010). Capability and happiness: Conceptual difference and reality links, Journal of Socio-Economics, 39 (3): 344–350.
Wilson, S., & Maclean, R. (2011). Research methods and data analysis for psychology. New York: McGraw-Hill higher Education.