provide a short paragraph introducing the reader to the main topic and the key concepts that will be addressed in the literature review assignment (Weeks 5-7).

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Week 5 DiscussionCOLLAPSE

Discussion Instructions:

1. Students will use the Keiser University Online Library to find a minimum of five peer-reviewed journal articles (including articles found during previous weeks IF they apply to the student’s topic).  All articles must be from Psychology Journals and address a psychological construct (i.e., topic).

2. For the initial discussion post, design an outline that will be used to create the Literature Review required as part of the Week 5-7 project.  Use the following template when posting an outline for your initial discussion.

3. Students will then improve the outline during the week with the help of other students and the Professor.  Once completed, students will cut/paste the outline information and submit it as part of their Week 5 assignment, along with their annotated bibliography.

4. Attach the articles to your initial discussion post.

When responding to other students this week, help each other develop a precise topic for the Week 5-7 project.  Provide specific feedback including examples.  The following template can be used this week to create the initial discussion post.

NOTE: as always for every discussion and assignment, students must properly cite resources in-text and in a “References” list.

DISCUSSION OUTLINE TEMPLATE (after revisions, cut and paste the final outline and submit as part of the Week 5 assignment):

Hello Class,

Introduction (do not actually create a section heading called Introduction as that is assumed): provide a short paragraph introducing the reader to the main topic and the key concepts that will be addressed in the literature review assignment (Weeks 5-7).

Theme One (create a new section heading based on your topic theme): describe in 2-3 words the first main topic of your literature review. Next, briefly (4-5 sentences) describe the information you will discuss in your Literature Review paper and cite articles that will support your discussion.

EXAMPLE:  imagine a student’s topic is “Writing a Literature Review Strategies for Psychology Graduate Students”.  The first section might be “Annotated Bibliography and Outline” because that is a main theme found in the literature (DO NOT USE THIS THEME FOR YOUR PAPER).  The section description could describe how this section will define and explain the concepts (Smith, 2001; Mohammed, 2015).  The section description could also include, for example, how Section One will address how an outline and an annotated bibliography is created and formatted (Chang, 2017; Rodriguez, 2014; Conner, 2000).

Theme Two (create a new section heading based on your topic theme): describe in 2-3 words the second main topic of your literature review. Next, briefly (4-5 sentences) describe the information you will discuss in your LIterature Review paper and cite articles that will support your discussion.

Theme Three if you find one

Conclusion (a discussion and/or Conclusion section is an appropriate section heading): summarize the discussion and add comments addressing how the outline and subsequent literature review can still be improved.  Perhaps even ask for help by addressing specific questions or concerns.  For example, students might state “one of the challenges with this outline is there appears to be limited research on the topic of creating an annotated bibliography”.  This comment could help other students and the Professor provide the student with useful feedback.

References (centered on new page)

list all references included in the outline

Reply Quote Email AuthorSelect: All None

What is the study’s stated hypothesis? (1 pt)  3. What two cycles of research are represented in this study? (2 pts; 1 pt each)

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PSYC 3111

Final Extra Credit

Worth up to 20 points

Use the text listed below, which is adapted from Loftus and Palmer (1974), to answer the following questions.

· The number of extra credit points you earn will be determined by the number of your fully correct answers.

· You may not work with other students on this assignment, and you may not ask Dr. Stratford or one of the TAs for any section of PSYC 3111 for help with this assignment.

· Please upload your answers, as a single pdf, to the ‘Final Extra Credit’ dropbox on D2L. All answers must be submitted before our last day of class 

1. What is the general theory of which this study is a part? (1 pt)

2. What is the study’s stated hypothesis? (1 pt)

3. What two cycles of research are represented in this study? (2 pts; 1 pt each)

4. How many variables are used in this study? (1 pts)

There are 2 variables(IV and DV)

5. If there are two or more variables, what is/are the IV(s)/Predictor(s) and DV(s)/Outcome(s) variable? (2 pts)

6. On what scale of measurement is/are the variable(s) measured? (1 pt)

7. Is/are the variables continuous or discrete (1 pt)?

8. What question(s) would you ask to evaluate this study’s construct validity? (1 pt)

9. What question(s) would you ask to evaluate this study’s external validity? (1 pt)

10. Suppose the data file attached to the ‘Final Extra Credit’ dropbox (called ‘PSYC 3111 EC Data.xlsx) represents the data obtained from this study. Given the number of type of variables in this study, which statistical test is the most appropriate to run to evaluate the statistical validity of this study? (1 pt)

11. Run the statistical test described in # 10 above in R Studio. Copy and paste the printout you receive from R Studio below (2pts).

12. Make a graph that would be most appropriate to represent the findings of this study, given the number and type of variables in this dataset, using any statistical software you would like (2 pts).

13. Based on these results, what do you conclude (does the data support or refute the proposed hypothesis)? How do you know? (2 pts; 1 pt for each answer)

14. Write up these results in proper APA format, including not only the formulaic format (such as r(df) = r-coefficient, p-value), but also a description of what these results indicate. (2 pts; 1 pt for each answer)

There is significant different between Hit and Smashed. T(88)= -42.78, p<

How accurately do we remember the details of a complex event, like a traffic accident, that has happened in our presence? More specifically, how well do we do when asked to estimate some numerical quantity such as how long the accident took, how fast the cars were traveling, or how much time elapsed between the sounding of a horn and the moment of collision?

It is well documented that most people are markedly inaccurate in reporting such numerical details as time, speed, and distance (Bird, 1927; Whipple, 1909). For example, most people have difficulty estimating the duration of an event, with some research indicating that the tendency is to overestimate the duration of events which are complex (Block, 1974; Marshall, 1969; Ornstein, 1969). The judgment of speed is especially difficult, and practically every automobile accident results in huge variations from one witness to another as to how fast a vehicle was actually traveling (Gardner, 1933). In one test administered to Air Force personnel who knew in advance that they would be questioned about the speed of a moving automobile, estimates ranged from 10 to 50 mph. The car they watched was actually going only 12 mph (Marshall, 1969, p. 23).

Given the inaccuracies in estimates of speed, it seems likely that there are variables which are potentially powerful in terms of influencing these estimates. The present research was conducted to investigate one such variable, namely, the phrasing of the question used to elicit the speed judgment. Some questions are clearly more suggestive than others. This fact of life has resulted in the legal concept of a leading question and in legal rules indicating when leading questions are allowed (Supreme Court Reporter, 1973). A leading question is simply one that, either by its form or content, suggests to the witness what answer is desired or leads him to the desired answer.

In the present study, subjects (45 students) were shown films of traffic accidents and then they answered questions about the accident. The subjects were interrogated about the speed of the vehicles in one of two ways. Some subjects were asked, “About how fast (in terms of speed) were the cars going when they hit each other?” while others were asked, “About how fast (in terms of speed) were the cars going when they smashed into each other?” As Fillmore (1971) and Brantford and McCarrell (in press) have noted, hit and smashed may involve specification of differential rates of movement. Furthermore, the two verbs may also involve differential specification of the likely consequences of the events to which they are referring. The impact of the accident is apparently gentler for hit than for smashed.

Loftus, E. F., & Palmer, J. C. (1974). Reconstruction of automobile destruction: An example of the interaction between language and memory.Journal of verbal learning and verbal behavior, 13(5), 585-589.)

provide an evaluation of factors that might support or impede your efforts in adopting evidence-based practice or evidence-based programs.

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Discussion: Characteristics, Challenges, and Opportunities of Evidence-Based Design

Consider the following quotation: “Often times, potential users of research knowledge are unconnected to those who do the research, and consequently a huge gap ensues between research knowledge and practice behaviors” (Barwick, M., Boudell, K., Stasiulis, E., Ferguson, H., Blase, K., & Fixsen, D., 2005). Social workers must work to close the gap perceived by the authors of this quote.

In your previous research course, you addressed the concept of evidence-based practice. However, it is important not to fall into a habit of using the term “evidence-based practice” without a clear understanding of its meaning. In particular, it is important to understand what standards of evidence must exist to classify an intervention or a program as evidence based. In this assignment, you are to clarify your understanding of the nature of evidence-based practice and analyze the challenges and opportunities for implementing evidence-based practice in your current social work practice.

To prepare for this Discussion, read the Learning Resources that provide information about different aspects of the evidence-based practice concept. As you read, consider how evidence-based practice or evidence- based programs might be used in a social work agency where you work or where you had a practicum experience.

By Day 3

Post a description of the distinguishing characteristics of evidenced-based practice. Then provide an evaluation of factors that might support or impede your efforts in adopting evidence-based practice or evidence-based programs.

How can you, as a therapist, avoid becoming “stuck” in a particular theoretical framework? Identify specific ways that you can ensure you continue to grow.

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1. What are the benefits of using Cognitive Behavioral Therapy versus using Behavioral Therapy?

2. The textbook indicates that choice intervention strategies are a central element of reality theory. How might these strategies be used in conjunction with other counseling theories?

3. What are the main differences between Bowenian, structural, and strategic family systems theories?

4. How could the family genogram be applied to the treatment of a family with addiction issues? Please apply this to a hypothetical family.

5. Would you consider choosing feminist, solution-focused, or narrative therapies when counseling individual clients, marriage clients, and family clients? Why or why not?

6. Short-term theories have become popular in the past number of years due to the pressure from insurance companies and the legal needs to address the clients’ presenting problems. With this in mind, why might it be important to consider using solution-focused theory?

7. Now that you have studied all the different theories of psychotherapy, what theory do you feel has the strongest approach for the population you may want to work with? Do you think that you will need to learn more than one approach? Why?

8. How can you, as a therapist, avoid becoming “stuck” in a particular theoretical framework? Identify specific ways that you can ensure you continue to grow.

 

Each Question has to be answer with 150-250 words and a cite. Also must Pass TURN IT IN WITH LESS THAN 5%!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Each question has to be answered by themselves and not in a paper form!!!