Reflect on how the Walden resources and communication with colleagues (including your Instructor) could impact the outcome of the scenarios.

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What is plagiarism exactly? Is it always done on purpose? The rules related to plagiarism can be complex, and there are instances in which people who have unwittingly plagiarized have ended up in court. The concept of academic integrity includes the avoidance of plagiarism. To avoid plagiarism, it helps to first recognize it.

For this Discussion, you will review fictional scenarios that depict common occurrences in the classroom. It is an opportunity for you to practice identifying plagiarism and discussing how to avoid plagiarism in these situations.

To prepare for this Discussion:

  • Review the materials in this week’s Learning Resources.
  • Read the four scenarios presented below and, for each situation, determine whether the student has plagiarized.
  1. John has not had time to work on his online assignment on psychological theory. He found a website that has an article with the content he needs to complete his assignment. However, he has only 30 minutes before his assignment is due. John believes that the author of the article described psychological theory so well that it would take John hours to paraphrase the material. John decides to copy several sentences and one short paragraph from the article and paste it into his own paper. He includes the author in the references and believes that this appropriately cites the author.
  2. Sally has a writing assignment due. She has written about the topic before in a previous course and received 100% on that paper. She decides to include several paragraphs from her previous work in her current paper.
  3. Brad just finished submitting his writing assignment through Turnitin, and the similarity report shows a 40% match between passages he wrote and various websites.
  4. Catherine likes to include quotes from famous psychologists in her writing assignments. She does not use quotation marks, but Catherine makes sure to include the citation immediately following each quote.
  • Reflect on how the Walden resources and communication with colleagues (including your Instructor) could impact the outcome of the scenarios.
  • Choose one of the scenarios for your Discussion.

With these thoughts in mind:Post by Day 3 a description of the scenario you chose and whether you believe the student plagiarized. Explain what led you to make that determination. Provide one strategy that the student can use to avoid potential plagiarism, given the scenario presented.Be sure to support your postings and responses with specific references to this week’s Learning Resources.Read a selection of your colleagues’ postings.Respond by Day 5 to at least two of your colleagues, and continue the discussion through Day 7 by providing another strategy to avoid potential plagiarism, given the scenario presented.Return to this Discussion periodically to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made. Remember to be supportive and build community; this is a tough topic!

Discuss what the Bible says regarding learning behavior in humans. How would a biblical worldview impact a learner?

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Part 1

Research Paper: Reference Page Instructions

You will submit a reference page in current APA format for your Research Paper. In addition to the textbook and the Bible, your reference page must contain at least 6 scholarly sources, 4 of which must be peer-reviewed journal articles. For the 4 peer-reviewed journal articles, 2 of these must support/use Behavioral Learning Theory and 2 must support/use Cognitive Learning Theory. Remaining sources must address educational implications, historical context, and/or biblical worldview topics related to Behavioral and Cognitive Learning Theories. At least 4 of the sources (the peer-reviewed journal articles) must have been published within the last 10 years. Popular writing and web pages are NOT acceptable sources for this paper.

This assignment is due by 11:59 p.m. (ET) on Monday of Module/Week 5.

Part 2

Research Paper: Final Submission Instructions

You will write a Research Paper that will compare Behavioral Learning Theories and Cognitive Learning Theories. You will include a title page, a 150–250-word abstract, an 8-page body, and a reference page. The body will include an introduction, 6 sections, and a conclusion. The paper must be written in current APA format. Current APA Level 1 sub-headings must be used throughout the paper. The 6 main sections of the paper will address the following topics:

1. Historical Development of Each Theory—For each theory, discuss prominent persons and their corresponding historic research. Include how the theory has been developed over time. Have there been significant changes from its development to what current researchers in the area believe?

2. Key Concepts of Each Theory—This section will focus on the major points of each theory. How is new information acquired? What are the goals of learning? What is unique about each theory?

3. Research Support for Each Theory—This section will include a review of 4 peer-reviewed scholarly research articles. The first 2 articles will address research in which Behavior Learning Theory has been applied. The other 2 articles will use Cognitive Learning Theory in the research. Each article must show the effectiveness of the learning theory it addresses.

4. Educational Implications—This section will discuss the implications for how learning takes place in the classroom. Discuss the benefits and applications of each theory. How would each theory say people learn in a classroom setting? What are the benefits to teaching new information utilizing each theory?

5. Biblical Worldview—Discuss what the Bible says regarding learning behavior in humans. How would a biblical worldview impact a learner? Include chapter and verse when citing the Bible.

6. Most Effective Theory of Learning—Select which theory of learning (Behavioral or Cognitive) you believe is most effective. Substantiate your decision with research support citing journal articles and your textbook.

Reference Requirements

Required sources for this paper include the Bible, your textbook, 4 peer-reviewed journal articles, and at least 2 additional scholarly sources. Remaining sources must address educational implications, historical context, and/or biblical worldview topics related to Behavioral and Cognitive Learning Theories. At least 4 of the sources (the peer-reviewed journal articles) must have been published within the last 10 years. Popular writing and web pages are NOT acceptable sources for this paper. Refer to the provided grading rubric to fully understand the requirements for this assignment.

Explain to a person who has never had a course in statistics the results for self-reported love for the partner and for the number of seconds “leaning toward the partner.

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Chapter 2, Practice Problems: 8, 11, 12 Chapter 3, Practice Problems: 14, 15, 25 8. In a study by Gonzaga et al. (2001), romantic couples answered questions about how much they loved their partner and also were videotaped while revealing something about themselves to their partner.

The videotapes were later rated by trained judges for various signs of affiliation. Table 2–8 (reproduced from their Table 2) shows some of the results.

Explain to a person who has never had a course in statistics the results for self-reported love for the partner and for the number of seconds “leaning toward the partner.” Table 2–8 Mean Levels of Emotions and Cue Display in Study 1 Women (n = 60) Men (n = 60) Indicator M SD M SD Emotion reports Self-reported love 5.02 2.16 5.11 2.08 Partner-estimated love 4.85 2.13 4.58 2.20 Affiliation-cue display Affirmative head nods 1.28 2.89 1.21 1.91 Duchenne smiles 4.45 5.24 5.78 5.59 Leaning toward partner 32.27 20.36 31.36 21.08 Gesticulation 0.13 0.40 0.25 0.77 Note: Emotions are rated on a scale of 0 (none) to 8 (extreme). Cue displays are shown as mean seconds displayed per 60 s. 11.

For the following scores, find the (a) mean, (b) median, (c) sum of squared deviations, (d) variance, and (e) standard deviation: 2, 2, 0, 5, 1, 4, 1, 3, 0, 0, 1, 4, 4, 0, 1, 4, 3, 4, 2, 1, 0 12. For the following scores, find the (a) mean, (b) median, (c) sum of squared deviations, (d) variance, and (e) standard deviation: 1,112; 1,245; 1,361; 1,372; 1,472 14. On a standard measure of hearing ability, the mean is 300 and the standard deviation is 20. Give the Z scores for persons who score (a) 340, (b) 310, and (c) 260. Give the raw scores for persons whose Z scores on this test are (d) 2.4, (e) 1.5, (f) 0, and (g) –4.5. 15. A person scores 81 on a test of verbal ability and 6.4 on a test of quantitative ability. For the verbal ability test, the mean for people in general is 50 and the standard deviation is 20.

For the quantitative ability test, the mean for people in general is 0 and the standard deviation is 5. Which is this person’s stronger ability: verbal or quantitative?

Explain your answer to a person who has never had a course in statistics. 25. You are conducting a survey at a college with 800 students, 50 faculty members, and 150 administrators. Each of these 1,000 individuals has a single listing in the campus phone directory.

Suppose you were to cut up the directory and pull out one listing at random to contact. What is the probability it would be (a) a student, (b) a faculty member, (c) an administrator, (d) a faculty member or administrator, and (e) anyone except an administrator? (f) Explain your answers to someone who has never had a course in statistics.

Briefly discuss the issues involved when programs must design plans that are suitable for their community when current literature does not provide evidence-based practices for all aspects of programs that are needed.

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Literature Review of Similar Programs, Interventions

Use the library to conduct a literature review of the types of programs and clinical interventions that exist for the population and area of clinical concern that are addressed in the hypothetical program you will be evaluating. Then, prepare a post that reviews the following:

  • What programs already exist that address the clinical concern that is the focus of the hypothetical program in your community? Provide examples of published interventions used to help with this clinical area of concern—such as cognitive behavioral therapy, person-centered therapy, family therapy, et cetera—or techniques drawn from these or other theories. For example, in vivo exposure therapy (a technique) is based on behavioral theory and is accruing evidence of effectiveness for reducing PTSD symptoms (a clinical concern) among veterans (a population with unique needs). Integrate, cite, and reference at least two peer-reviewed journal articles to support this section of your post.
  • How does your hypothetical program address the clinical area of concern for the population it seeks to serve? Provide an explanation of the treatment intervention or clinical program that it uses, which might be a variation on the interventions or programs you found in the literature. For example, the program in your community might seek to serve female veterans with PTSD, but you might not find any research that specifically evaluates treatments for female veterans.
  • Briefly discuss the issues involved when programs must design plans that are suitable for their community when current literature does not provide evidence-based practices for all aspects of programs that are needed. How can formative and process evaluation bridge this gap? Integrate, cite, and reference your textbook and at least one peer-reviewed journal article that has been assigned for this course in Units 1–3.