2. Using the descriptions of the egg white that you wrote in the Student Guide, rank the test tubes in order of greatest amount of digestion to least amount of digestion. For each tube, explain why it would have exhibited that that level of digestion.
1__A theory helps psychologists broadly explain ______
2_Psychologists primarily engaged in helping others are generally called _______
.
3_The method of _________
is considered scientific because it incorporated the study of the structures of the mind as well as a person’s recollection and reflection of their thoughts and feelings in a well-controlled laboratory setting.
4__Under the biological approach in psychology, _____________
emphasizes that the brain and nervous system are central to understanding behavior, thought, and emotion.
.
1_Professor Cognition is examining how time delays affect memory performance. He decides to use students in his psychology course as his subjects. During a class session, he tells the students about the study. They will take a memory test in class and then again, an hour later. As an incentive, he informs the class that those who are willing to participate will receive 10 points extra credit. Those not willing to participate will have 10 points deducted from their overall course grade. The students who decide to participate complete the two memory tests anonymously and then are explained the basis for the experiment. Professor Cognition is violating which ethical standard:
A_informed consent.
b_voluntary participation.
c_confidentiality/privacy.
d_debriefing.
2_Which is considered an important issue regarding ethical guidelines for conducting research?
A_Informed consent
B_Deception
C_Debriefing
D_Informed consent, deception, and debriefing
3_Dr. Sanders is interested in how people understand feedback about their performance and incorporate it into their view of themselves. She has large groups of participants take a bogus personality test and then, in front of the group, tells each of them that they either did very well, average, or very poorly. She also tells them that their scores on the test accurately predict future life success. Dr. Sanders then has the participants write a short paragraph describing their personal strengths and weaknesses. At the end of the study, the group turns in their paragraphs and is excused. At no time does Dr. Sanders inform them that the test and feedback were actually false. In fact, she never tells them about the nature of the study. Dr. Sanders’s study violates which ethical standard?
A_Protection from harm
B_Informed consent
C_Confidentiality/privacy
D_Debriefing
4_The variable that a researcher manipulates in an experiment is called the _______ variable.
A_dependent
B_independent
C_control
D_spurious
5_A carefully planned and executed procedure that aims to explain how a variable has caused an influence on another variable is known as
A_an experiment.
B_a case study.
C_a correlation.
D_a theory.
6_Which type of research can demonstrate causality?
A_Experiment
B_Correlation
C_Inferential statistics
D_None of the above; causality can never be determined.
7_Marga is a therapist whose hometown had a school fire in which many children died. Which of the following therapeutic techniques would be least helpful to trauma victims?
A_Teaching basic coping skills
B_Having victims who survived recount their stories only if it seems helpful
C_Urging distressed people to talk through what they had experienced
D_Giving victims community referrals for additional assistance, should they find that they want to talk later
8______ refers to the degree to which an experimental design reflects the real-world issues it was meant to address.
A_External validity
B_Internal validity
C_Experimenter bias
D_Operational definition
The post 12 questions PSY appeared first on Psychology Homework.
The aspect of adulthood that I chose to examine for this discussion is identity development within individuation. Identity development is the time in which an individual tries to figure out who they are, in relation to early adulthood, this is seen as an individual trying to choose their major at college. Throughout this process in early adulthood, individuals engage in this vicious cycle of deciding something and then looking back on said decision to see if it was the right one (Berk, 2014).
In terms of individuation, this process allows for an individual to really look inwards and construct their own identity, as the individual is constantly reviewing said decisions. Although this process allows individuals to self-realize, there is still a constant want and need to fit into society, individuals who do not make a commitment tend to be anxious, adjust poorly to new situations, depressed, along with other negative behaviors (Berk, 2014). One of the biggest challenges faced between the idea of individuation and identity development, in our college example, is the idea of choosing a major that the individual is interested in or choosing a major that your friends are participating in.
A challenge that can be seen cross-culturally about individuation as well, is the idea of a culture that supports individuation, versus one that supports conformism. Take Japan and the United States, for example, Japan’s identity development is one that shows a very linear line of development as they value others’ opinions of themselves, stable relationships, and assurance with personal relationships (Rothbaum, 2003) whereas the United States values a more individualistic approach on development as children can focus on their personal preferences, and an emphasis on trust in relationships (Rothbaum, 2003).
Although one style of identity development has not been proven to be better than the other, it can clearly be seen that there are several differences.
References:
Berk, L. E. (2014). Development through the lifespan (6th ed.). Upper Saddle River, NJ: Pearson Education.
Rothbaum, F., Pott, M., Azuma, H., Miyake, K., Weisz, J. (2003). The Development of close relationships in Japan and the United States: Paths of symbiotic harmony and generative tension. Child Development. Vol. 71 (5) p1121-1142
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The aspect of adulthood that I chose to examine for this discussion is identity development within individuation. Identity development is the time in which an individual tries to figure out who they are, in relation to early adulthood, this is seen as an individual trying to choose their major at college. Throughout this process in early adulthood, individuals engage in this vicious cycle of deciding something and then looking back on said decision to see if it was the right one (Berk, 2014).
In terms of individuation, this process allows for an individual to really look inwards and construct their own identity, as the individual is constantly reviewing said decisions. Although this process allows individuals to self-realize, there is still a constant want and need to fit into society, individuals who do not make a commitment tend to be anxious, adjust poorly to new situations, depressed, along with other negative behaviors (Berk, 2014). One of the biggest challenges faced between the idea of individuation and identity development, in our college example, is the idea of choosing a major that the individual is interested in or choosing a major that your friends are participating in.
A challenge that can be seen cross-culturally about individuation as well, is the idea of a culture that supports individuation, versus one that supports conformism. Take Japan and the United States, for example, Japan’s identity development is one that shows a very linear line of development as they value others’ opinions of themselves, stable relationships, and assurance with personal relationships (Rothbaum, 2003) whereas the United States values a more individualistic approach on development as children can focus on their personal preferences, and an emphasis on trust in relationships (Rothbaum, 2003).
Although one style of identity development has not been proven to be better than the other, it can clearly be seen that there are several differences.
References:
Berk, L. E. (2014). Development through the lifespan (6th ed.). Upper Saddle River, NJ: Pearson Education.
Rothbaum, F., Pott, M., Azuma, H., Miyake, K., Weisz, J. (2003). The Development of close relationships in Japan and the United States: Paths of symbiotic harmony and generative tension. Child Development. Vol. 71 (5) p1121-1142
Do you need a similar assignment done for you from scratch? We have qualified writers to help you. We assure you an A+ quality paper that is free from plagiarism. Order now for an Amazing Discount!Use Discount Code “Newclient” for a 15% Discount!NB: We do not resell papers. Upon ordering, we do an original paper exclusively for you.
