Describe studies and theories that explain face recognition. Are people better at recognizing faces that are different or similar to their own? What does the research say about this? 

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Write a 4-page section of a request for proposal (RPF) in which you address the topics of visual perception and face identification.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Required Resources

The following resources are required to complete the assessment.

Capella Resources

Click the links provided to view the following resources:

SHOW LESS

Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Library Resources

The following e-books or articles from the Capella University Library are linked directly in this course:

Course Library Guide

A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the PSYC-FP4310 – Biological Psychology Library Guide to help direct your research.

Internet Resources

Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

  • Segre, L. (n.d.). Human eye anatomy: Parts of the eye. Retrieved from http://www.allaboutvision.com/resources/anatomy.htm
  • Kolb, H. (2014). Photoreceptors. Retrieved from http://webvision.med.utah.edu/book/part-ii-anatomy-and-physiology-of-the-retina/photoreceptors/
Bookstore Resources

The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

  • Garrett, B. (2015). Brain & behavior: An introduction to biological psychology (4th ed.). Thousand Oaks, CA: Sage.
    • Chapter 9, “Hearing and Language,” explores the auditory mechanism and how it works.
    • Chapter 10, “Vision and Visual Perception,” focuses on eye structure and the major theories of color and form vision.

Assessment Instructions

In Assessments 1–3, you completed three parts of a request for proposal (RFP) from a nearby school district that is seeking individuals or groups to design a training and professional development inservice day about the brain and mind from a biopsychological perspective for their educators. For this assessment, use the Assessment 4 Proposal Template (linked in the Resources) to create Part 4 of the RTF by connecting visual perception and face recognition to how understanding these two theories could help educators to be aware of ingrained biases.

Complete the following two sections:

X. Face Recognition
  1. Describe studies and theories that explain face recognition. Are people better at recognizing faces that are different or similar to their own? What does the research say about this?
  2. Analyze the neurological mechanisms that are involved, and explain why.
XI. Application of These Theories
  1. Connect face recognition theory to how this explains an educator’s own biases.
  2. Provide strategies or ways for educators to check their perceptions and face recognition biases when relating to students and parents, as well as when recalling information about students and a situation.

Use the Capella library to research the material and support your proposal.

Additional Requirements
  • Written Communication: Written communication should be free of errors that detract from the overall message.
  • APA Formatting: Resources and citations should be formatted according to current APA style and formatting.
  • Font and Font Size: Times New Roman, 12-point font, double spaced.
  • Length: Write a minimum of 4 pages of content, and include a references page.

Face Identification Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Describe studies and theories that explain face recognition. Does not identify studies and theories that explain face recognition. Identifies studies and theories that explain face recognition. Describes studies and theories that explain face recognition. Analyzes studies and theories that explain face recognition.
Analyze the neurological mechanisms that are involved. Does not describe the neurological mechanisms that are involved. Describes the neurological mechanisms that are involved. Analyzes the neurological mechanisms that are involved. Analyzes the neurological mechanisms that are involved; includes examples to clarify or support the analysis.
Connect face recognition theory to individual biases. Does not describe face recognition theory or individual biases. Describes face recognition theory and individual biases. Connects face recognition theory to individual biases. Connects face recognition theory to individual biases; includes examples to illustrate the connection posited.
Provide strategies or ways to check for individual perceptions and face recognition biases. Does not provide strategies or ways to check for individual perceptions and face recognition biases. Provides strategies or ways to check for individual perceptions and face recognition biases but does not clearly articulate the strategies. Provides strategies or ways to check for individual perceptions and face recognition biases. Provides strategies or ways to check for individual perceptions and face recognition biases; includes examples to clarify or support the suggested strategies.
Write in a manner that is concise, logically organized, and utilizes correct punctuation, spelling, grammar, and mechanics. Does not write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional. Writes to support an idea, but writing is inconsistent and contains major errors of grammar, usage and mechanics. Writes in a manner that is concise, logically organized, and utilizes correct punctuation, spelling, grammar, and mechanics. Writes coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
Use APA format and style. Does not use APA format and style. Uses APA format and style but inconsistently and with errors. Uses APA format and style. Uses correct APA format and style consistently and with few errors.

Review the Learning Resources for this week and examine how social psychology theory and research explain the diffusion of responsibility.

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Discussion 2: Diffusion of Responsibility

For this Discussion, you will examine conditions that influence diffusion of responsibility. Consider the following scenario of Brenda:

    Brenda was completing a 1-year internship in Baltimore. Luckily, she found an apartment not far from school. To get     some exercise, acquaint herself with her new surroundings, and listen to her music, she walked to and from school     every day. The 2-mile route took her past Johns Hopkins University, an extremely busy campus teeming with     students and passersby. On her way home one day, music blasting in her ears, Brenda suddenly found herself head     down in a muddy ravine right in front of the university’s main quad. Someone had come up from behind and pushed     her…hard. She was not hurt, but at that moment, she was head down, feet sticking up in the air, in full view of     everyone on the Hopkins’ campus. Attempting to right herself, she wondered why none of the many onlookers     offered their assistance.

To Prepare
  • Review the Learning Resources for this week and examine how social psychology theory and research explain the diffusion of responsibility.
  • Consider the reasons why none of the onlookers stopped to help Brenda.
By Day 4

Post an explanation about why none of the onlookers offered their assistance. Your explanation must be informed by social psychology theory and research.

resource:

Aronson, E., Wilson, T. D., Akert, R. M., & Sommers, S. R. (Eds.). (2019). Social psychology (10th ed.). Boston, MA: Pearson.

  • Chapter 10, “Attraction and Relationships: From Initial Impressions to Long-Term Intimacy”
  • Chapter 11, “Prosocial Behavior: Why Do People Help?” && peer review literature

Evaluate well-established treatments for the diagnosis, and describe the likelihood of success or possible outcomes for each treatment.

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Psychiatric Diagnosis

For this assignment, students will investigate and propose a psychiatric diagnosis based on the case study from the Gorenstein and Comer (2015) textbook Case Studies in Abnormal Psychology, chosen in the Week One “Initial Call” discussion. This paper will include an in-depth overview of the disorder(s) within the diagnosis, treatment options for the diagnosis, and a sound rationale that explains why this diagnosis was made. Note that the diagnosis may include more than one psychiatric disorder.

The paper must present a thorough overview of each disorder within the diagnosis. Assume the audience has no prior knowledge of the disorder(s) within the diagnosis, and provide relevant and easy to understand explanations of each for the readers. When writing the paper, it is critical to convey all the necessary information in a straightforward manner using non-technical language. (Reference the Professional Voice and Writing (Links to an external site.) resource provided by the Ashford Writing Center for assistance.) Support the analysis with at least five peer-reviewed sources published within the last ten years in addition to the course text.

The Psychiatric Diagnosis topical paper must include the following:

  • Explain psychological concepts in the patient’s presentation using professional terminology. Identify symptoms and behaviors exhibited by the patient in the chosen case study.
  • Match the identified symptoms to potential disorders in a diagnostic manual.
  • Propose a diagnosis based on the patient’s symptoms and the criteria listed for the disorder(s) in the diagnostic manual.
  • Analyze and explain how the patient meets criteria for the disorder(s) according to the patient’s symptoms and the criteria outlined in the diagnostic manual.
  • Justify the use of the chosen diagnostic manual (i.e., Why was this manual chosen over others?).
  • Summarize general views of the diagnosis from multiple theoretical orientations and historical perspectives. Include a discussion on comorbidity if the diagnosis includes more than one disorder.
  • Evaluate symptoms within the context of an appropriate theoretical orientation for this diagnosis.
  • Use at least two peer-reviewed articles to assess the validity of this diagnosis, and describe who is most likely to have the diagnosis with regard to age, gender, socioeconomic status, sexual orientation, and ethnicity. Provide a brief evaluation of the scientific merit of these peer-reviewed sources in the validity assessment.
  • Summarize the risk factors (i.e., biological, psychological, and/or social) for the diagnosis. If one of the categories is not relevant, address this within the summary.
  • Compare evidence-based and non-evidence-based treatment options for the diagnosis.
  • Evaluate well-established treatments for the diagnosis, and describe the likelihood of success or possible outcomes for each treatment.
  • Create an annotated bibliography of five peer-reviewed references published within the last ten years to inform the diagnosis and treatment recommendations. In the annotated bibliography, write a two- to three-sentence evaluation of the scientific merit of each of these references. For additional assistance with this portion of the assignment, access the Ashford Writing Center’s Sample Annotated Bibliography (Links to an external site.).

Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Psychiatric Diagnosis topical paper, please implement any changes recommended by the instructor, go to Pathbrite and upload the revised Psychiatric Diagnosis topical paper to the portfolio. (Use the Pathbrite Quick-Start Guide to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite (Links to an external site.) website for information and further instructions on using this portfolio tool.

The Psychiatric Diagnosis

  • Must be 8 to 15 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.).
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least five peer-reviewed sources published within the last 10 years in addition to the course text.
  • Must include a separate annotated bibliography page.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

Which of the following is NOT one of the many ways that genes can affect behavior? Genes may affect neurotransmitter levels or receptors.

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Choose the correct option for each question.

 

  1. Chromosomes consist of large, double-stranded molecules of:
    1. deoxyribonucleic acid.
    2. ribonucleic acid.
    3. autosomal genes.
    4. recombination genes.

 

  1. Which of the following is NOT one of the many ways that genes can affect behavior?
    1. Genes may affect neurotransmitter levels or receptors.
    2. Genes can act indirectly by making it more likely you will be raised in a particular environment.
    3. Genes themselves cause behavior without any influence of the environment.
    4. Genes produce proteins that may make it more likely for a person to become addicted.

 

  1. Nerves from the central nervous system convey information to the muscles and glands by way of the:
    1. autonomic nervous system.
    2. somatic nervous system.
    3. sympathetic nervous system.
    4. parasympathetic nervous system.

 

  1. When researchers try to estimate the heritability of a human behavior, what are the main kinds of individuals they consider?
    1. Twins and adopted children
    2. People from non-western cultures
    3. Newborns and infants
    4. Uneducated people living in educated societies

 

  1. The sweat glands, adrenal glands, and muscles that constrict blood vessels have input from only the ____ nervous system.
    1. sympathetic
    2. parasympathetic
    3. central
    4. dorsal root

 

  1. The temporal lobe of the cerebral cortex is the primary target for which kind of sensory information?
    1. somatosensory, including touch
    2. the simplest aspects of vision
    3. gustatory
    4. auditory

 

  1. Suppose a virus damaged only the dorsal roots of the spinal cord, but not the ventral roots. What would happen to the sensory and motor abilities of the affected area?
    1. Loss of sensation, but preserved motor control
    2. Loss of both sensation and motor control
    3. Loss of motor control, but preserved sensation
    4. Unaffected sensation and motor control

 

  1. Units of heredity that maintain their structural identity from one generation to another are:
    1. enzymes.
    2. mutations.
    3. nucleic acids.
    4. genes.

 

  1. Color vision deficiency is more common in males than in females because it is controlled by a:
    1. sex-limited gene.
    2. Y-linked gene.
    3. dominant X-linked gene.
    4. recessive X-linked gene.

 

  1. The central nervous system is composed of:
    1. the brain and spinal cord.
    2. all the nerves outside the brain and spinal cord.
    3. the sympathetic and parasympathetic nervous systems.
    4. the somatic and autonomic nervous systems.

 

  1. Almost all humans have 23 pairs of which of the following?
    1. RNA
    2. Chromosomes
    3. Genes
    4. Corduroys

 

  1. In one family, all three children are homozygous for a recessive gene. What can be concluded about the parents?
    1. Each parent is also homozygous for the recessive gene.
    2. Each parent is heterozygous.
    3. One parent is homozygous for the dominant gene; the other is homozygous for the recessive gene.
    4. Each parent is either homozygous for the recessive gene or heterozygous.

 

  1. If the spinal cord is cut at a given segment, the brain loses sensation at:
    1. that segment only.
    2. that segment and all segments above it.
    3. that segment and all segments below it.
    4. all other segments.

 

  1. Changes in single genes are called:
    1. alterations.
    2. mutations.
    3. mendelians.
    4. enzymes.

 

  1. Cortical blindness may result from the destruction of:
    1. any part of the cortex.
    2. the occipital cortex.
    3. the parietal cortex.
    4. the central sulcus.

 

  1. Damage to the ____ often causes people to lose their social inhibitions and to ignore the rules of polite conduct.
    1. corpus callosum
    2. cerebellum
    3. prefrontal cortex
    4. striate cortex

 

  1. If a trait has high heritability:
    1. hereditary differences account for none of the observed variations in that characteristic within that population.
    2. the environment cannot influence that trait.
    3. it is still possible for the environment to influence that trait.
    4. the trait is not influenced by heredity.

 

  1. If a person has difficulty determining which of two rhythms is faster, it is likely that she suffered damage to the:
    1. cerebellum.
    2. forebrain.
    3. tectum.
    4. medulla.

 

  1. Recessive genes manifest their effects only when the individual is ____ for them.
    1. sex limited
    2. homo sapien
    3. homozygous
    4. heterozygous

 

  1. An impairment of eating, drinking, temperature regulation, or sexual behavior suggests possible damage to which brain structure?
    1. Midbrain
    2. Hippocampus
    3. Hypothalamus
    4. Cerebellum

 

True or False

Choose whether each statement is True or False.

  1. Researchers have found specific genes linked to certain specific behaviors.
    1. True                                         b. False

 

  1. The parasympathetic nervous system activates the “fight or flight” response.
    1. True                                         b. False

 

  1. A strand of DNA serves as a template (model) for the synthesis of RNA molecules.
    1. True                                         b. False

 

 

  1. A tract in the spinal cord would most likely be found in the white matter.
    1. True                                         b. False

 

  1. The limbic system is important for motivation and emotional behaviors.
    1. True                                         b. False

 

 

 Short Answer

Answer the following questions in 50 to 100 words each.

 

  1. What are the four lobes of the brain? What is each lobe responsible for?

 

  1. What makes a behavior hereditary? What factors influence the heritability of behaviors