Post a brief summary of the study you selected. Then, explain how and why the study reports the possibility of either a Type I or Type II error. Finally, explain the potential consequence to the research study of making either a Type I or a Type II error and which is more “ tolerable” and why. 

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Statisticians and researchers are human, and therefore, make mistakes in the conduct of their research. Type I and Type II errors are important to consider as they have real-world implications. A Type I error refers to rejecting a null hypothesis when it is true, while a Type II error results from failing to reject a null hypothesis when it is false. The following hypothetical situation illustrates these errors and the null hypothesis:

A forensic psychologist must decide whether to allow John Hinckley, Jr. to go to his parents’ house on a weekend pass. Mr. Hinckley, as you recall, attempted to assassinate President Reagan at the Washington Hilton in 1981, just to impress actress Jody Foster with whom he was obsessed. Mr. Hinckley has been writing letters to Miss Foster as recently as last month. The letters were found under his mattress during a routine inspection of his room at St. Elizabeth’s Hospital. The hospital has convened a panel of seven mental health professionals, all of whom work at the hospital and with Mr. Hinckley. The votes are in: Three say let him go visit his parents and three vote to deny his weekend pass request. What should the forensic psychologist decide? The null hypothesis in this case would be that it is safe to send him home for the weekend. If he is denied the visit when in reality he would not have caused any problems, a Type I error (also called a false positive) would have been made. It was determined that he would be dangerous when he would not have been. A Type II error (or a false negative) would result if it was determined that he would not be violent and he was released, and he ended up assaulting someone on his weekend pass. In that case, it was believed that nothing would happen and it did.

Forensic psychology research also may exhibit Type I and Type II errors, as you discover in this Discussion.

  • Review Chapter 8 in your course text, Research Methods for the Behavioral Sciences. Pay particular attention to the difference between Type I and Type II errors.
  • Review the web article, “ Type I and Type II Errors—Making Mistakes in the Justice System.” Pay close attention to the descriptions and examples of Type I and Type II errors.
  • Using the Walden Library, select and review a research article that addresses a forensic psychology issue or takes place in a forensic setting, and that reports or discusses a Type I or Type II error.
  • Think about the possible consequences to the research study of making each type of error.
  • Consider whether the resulting consequences of making each type of error would be tolerable or not and why.

With these thoughts in mind:

Post a brief summary of the study you selected. Then, explain how and why the study reports the possibility of either a Type I or Type II error. Finally, explain the potential consequence to the research study of making either a Type I or a Type II error and which is more “ tolerable” and why.

Create an outline of the ideas that you have gathered so far. This outline will serve as the structure for your paper.

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  •  Assignment
  •        Task: Submit to complete this assignment            In this assignment, you will construct a chart that organizes your research and allows you to analyze each one across certain key dimensions. See the following example to get an idea of how you can prepare such a chart. You may need to add categories to your chart, appropriate for your own research. Organize the chart in a logical way, for example, by date of research, by program or intervention you are studying, or by any other criterion, which makes sense for your particular literature review. Use color-coding within the chart as an additional organization tool.(The following chart is an example of how you might prepare a chart; the entries in the chart are hypothetical, not real.)
    Date and author  Sample  Location  Program Name   Instrument
    & Evaluation  Type of study  Findings  Level of Evidence   (2009) Smith & Jones  50 girls 7-10 yrs of age; mixed Hispanic and non-Hispanic sample  US Rural Southwest  No to Bullies CBCL   RCT Anxiety in girls 7-8 dropped; no difference in girls 9-10  II   (2008) Ling & Yu 35 African American boys US, Urban Chicago    Take Pride  Tennessee Self Image
    (validity questionable) Case
    study No changes in drawings after 6 months in the program   IV   (2007) Gonzales  100 first graders, boys and girls, mixed ethnic groups  US suburban New Jersey  No to Bullies  CBCL Quasi-experimental   No difference in anxiety levels  III    (2005) Litkowski & D’Angelo 300 Arab American boys US suburban Michigan   Stand up and be counted  Job performance RCT   Achievement scores increased  V
    Length: 1-2 pages
    Upload your document and click the Submit to Dropbox button.
  •     Week 7 – Assignment 2: Develop an Annotated Outline  Assignment        Task: Submit to complete this assignment         Due May 19 at 11:59 PM     Before beginning to write your literature review, it is essential to develop an outline. The outline will show the organization of your ideas, and the order in which you plan to present them. Note the references you currently have for each topic, and the topics that need further research before you write your final paper.Create an outline of the ideas that you have gathered so far. This outline will serve as the structure for your paper. Therefore, it must be well organized and logical. With the assistance of your instructor, you will revise the outline as necessary for better structure or to include necessary, but missing points, in the argument or supportive research.

    Included in this week’s Books & Resources is an example of an outline on literature related to programs on bullying in schools. Your literature review may be organized differently, as it will relate to the particular problem you are studying and its important points and aspects. You will also need to note at least three references for each subtopic you list. Submit your outline, along with a reference list that reflects the research you noted in your outline. Your faculty will guide you concerning any improvements you need to make in the structure or content of your outline.

Create a simple scatterplot of the relationship between these variables (define interview scores as the x-axis and behavioral ratings as the y-axis).  (2)

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A clinical psychologist would like to determine whether there is a relationship between observer ratings of children’s externalizing behaviors and scores on an established diagnostic interview assessing externalizing disorders (like ADHD, CD, etc.). He administers the diagnostic interview to 28 children and records these scores. He then trains an observer to independently rate carefully-defined externalizing behaviors for each of the 28 children. These scores are totaled for an overall “externalizing behavior index.” On both the interview and the behavioral ratings, a higher score indicates higher levels of externalizing behavior. These scores are listed in the table below.  Conduct a Pearson correlation coefficient analysis to determine whether there is a relationship between the interview scores and behavioral ratings for this group of children.

 

The steps will be the same as the ones you have been practicing in Part One of the assignment—the only difference is that you are now responsible for creating the data file as well. Remember to name and define your variables under the “Variable View,” then return to the “Data View” to enter the data.

 

 

 

Interview (Range 0 to 9) Externalizing Behavior Index (Range 0 to 25)
3 7
2 9
4 6
9 22
7 20
6 12
4 10
8 9
3 5
4 7
2 5
1 3
6 16
8 19
7 21
7 22
1 4
2 7
3 7
3 3
5 13
8 19
7 16
4 12
3 9
6 18
5 14
3 9

 

a)     SPSS output (2 pts)

 

b)     Create a simple scatterplot of the relationship between these variables (define interview scores as the x-axis and behavioral ratings as the y-axis).  (2)

 

 

 

c)     Write a current APA-style Results section based on your analyses. All homework “Results sections” must follow the example given in the SPSS tutorials and the Course Content document “Writing Results of Statistical Tests in APA Format” (note: you do not have to refer to a figure). Remember to include a decision about the null hypothesis. For a correlation analysis, also be sure to include the direction of the relationship between the variables (positive? negative? none?) in your section.  (2)

5.Essay is technically correct: The essay has been carefully and thoughtfully proofread. The argument is written in complete sentences, with punctuation that does not mislead the reader. There are no mistakes in spelling, grammar, word choice, and punctuation

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You will write a 1000-1500 word response to your chosen paper topic from the list below. See Course Outline for the due date. 

This assignment is worth 300 points, or 30% of your grade. 

DO NOT USE ANY SOURCES OTHER THAN THE DALRYMPLE ARTICLE AND YOUR TEXTBOOK.

YOU WILL ATTACH A FILE IN THE BOX AT THE BOTTOM OF THIS PAGE.

Learning Objectives:

Students will demonstrate their ability to construct arguments about issues of both personal and universal significance. Their writing should demonstrate that they can construct cogent, concise, and logically coherent arguments.

Assessment:

Students should demonstrate that they can distinguish the relevant points that form a logically coherent argument. They should also be able to construct criticisms which effectively undermine, through the use of appropriate counter-examples, some premise of that argument.

Your assignment is to read any ONE of the following four articles located in the final chapter of the required textbook:

The Frivolity of Evil

How and How Not to Love Mankind

What We Have to Lose

Roads to Serfdom

Then, FOR THE ARTICLE YOU CHOOSE TO WRITE ON, you will type a 1000-1500 word response in which you address EACH of the following points IN YOUR OWN WORDS: 1) What is the author’s main argument? 2) How does he support his main argument (evidence, ancillary arguments, etc.)? 3) Do you agree or disagree with him? 4) Why or why not? 5) Apply the insights of at least two of the readings we have studied in this course (in chapters 1-9) to your analysis. Make sure to give a substantive explanation of how the philosophers’ insights are relevant to the topic you are discussing.

A WORD OF WARNING: These articles are rather long and complex. The author likes to make extensive use of his rather copious vocabulary, so I strongly urge you to have dictionary.com handy as you work your way through your chosen article. The purpose of this essay assignment is for you to demonstrate your ability to discuss, analyze, and evaluate complex philosophic arguments. I am confident that the reading assignments, tests, and discussion boards will have prepared you for this final, and no doubt challenging, essay assignment.

Note: I only allow one attempt on this assignment. Students who do not fully address all of the components of the assignment as stated in the instructions as well as the grading rubric below will have to be content with the grade they earned. 

Please use MLA format.

Your paper will be graded according to the following rubric:

Grading Rubric:

The following standards are numbered in order of importance for grading.

1.Essay demonstrates an understanding of the material: The student has correctly grasped a philosophical problem or question, has explained it accurately, and on the basis of a substantially correct interpretation of any texts involved. Key terms are used correctly. The essay shows evidence of the student’s independent thought, and is written in his or her distinctive voice. Short (one sentence) quotations are used (comprising no more than 10% of the body of the paper), when appropriate, to support the writer’s analysis, and an explanation is offered for each quotation. The use of block quotations will result in a severe point deduction.

95 points

2.Essay has clear and coherent argument: There is a clearly stated thesis, and support for this thesis in the body of the paper. Each paragraph contributes to this argument, and follows logically from the paragraph before it. The argument presented is persuasive. The insights of two other philosophers are incorporated into the analysis.

95 points

3.Essay fulfills assigned task: The essay addresses the entire assigned question or topic, elaborating on important ideas in satisfactory depth, but without bringing in anything extraneous or irrelevant. The introduction of the essay focuses and provides clarity for the paper. Important terms are clearly and accurately defined. Each paragraph conveys a coherent, organized thought. Short (one sentence) quotations are occasionally used, when appropriate, to support the writer’s analysis, and an explanation is offered for each quotation. No more than 10% of paper is made up of direct quotes. No block quotations.

40 points

4.Essay obeys standards for good persuasive writing: the writer shows that he or she is comfortable using philosophical language, and the prose is clear, not awkward. The structure of the sentences reflects the relationships between/among the ideas discussed.

40 points

5.Essay is technically correct: The essay has been carefully and thoughtfully proofread. The argument is written in complete sentences, with punctuation that does not mislead the reader. There are no mistakes in spelling, grammar, word choice, and punctuation.

 30 points

 

Please click on the above link and EITHER attach a WORD file OR type or paste your 1000-1500 word reflection paper in the “Submit Reflection Paper HERE link: go into “Assignment Submission” and then either paste your paper or attach a file, then click “Submit.” Be sure to check the Course Outline for the due date. Only one attempt allowed.

STUDENTS ARE ONLY ALLOWED ONE ATTEMPT: SO PLEASE MAKE SURE THIS IS YOUR BEST WORK.

I CANNOT ACCEPT PAGES FILES.

 

ACADEMIC DISHONESTY

The Student Code of Conduct prohibits academic dishonesty and prescribes penalties for violations. According to this code, which is printed in the college catalogue, “academic dishonesty”, includes (but is not limited to) “cheating, fabrication, facilitating academic dishonesty, plagiarism, and collusion”.

Any cutting and pasting you do without crediting the source will result in penalties appropriate to the offense—such a zero on the paper and/or failing the class. Plagiarized papers do not get a second chance in this class. Thus: Anyone who cuts and pastes should be VERY careful to give credit for even the most minor amount. If you didn’t write it yourself but took material from anyone else, even an encyclopedia, medical database, The New Yorker magazine or a friend or even your grandmother’s insights shared over dinner, you need to credit it properly.

Academic dishonesty on this or any assignment WILL RESULT IN A GRADE OF ZERO ON THE ASSIGNMENT WITH NO CHANCE TO MAKE UP THE GRADE. NO EXCEPTIONS. PERIOD.