Starting thinking about: What could affect reaction time? How would you set up a study using at least one of the reaction time tasks? You could be interested in

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For this assignment, you will participate in an online experiment on reaction time located in the Course Resources section in the Psychology Learning Tools. Once you have completed the experiment you will analyze data and write a lab report (7-10 pages) in APA style consisting of the following sections:

The following variables are included in the data file for 160 participants:

  • Gender (categorical; 2 groups [male and female])
  • Age (continuous; range of 17 to 58 years)
  • Time in Experiment (continuous; total number of seconds for three tasks)
  • 3 reaction times (all continuous – average scores for the Simple, Go/No Go, Choice tasks)
  • Variable 1 (categorical; 3 groups)
  • Variable 2 (continuous; range of 46 to 121)

Your hypothesis and topic determine what you choose to analyze and report on in your research report. We are starting our research NOW by developing a hypothesis to use in your study.

Starting thinking about: What could affect reaction time? How would you set up a study using at least one of the reaction time tasks? You could be interested in

  • reaction time and age, so you analyze a reaction task and the age variables;
  • gender differences, or even gender by age differences; or
  • something new, such as if the participant was an athlete or not, or how many drinks the participant had prior to doing the lab.

Variable 1 and Variable 2 are set up for you to use as new variables. If we continue with the athleticism topic:

  • Variable 1 is categorical, so it could be coded as 0 is no physical activity, 1 is moderate activity, and 2 is intense activity to assess group differences in reaction time.
  • Variable 2 is a continuous variable, so it could be used to represent the number of minutes each person exercises each day to determine if exercise correlates with reaction time.

My research topic will be whether or not gender correlates to visual reaction time. It is hypothesized that the reaction time will be faster for males than females, because men are generally more senstive to stimulus.

The data is in the Excel file

Explain the “golden rules” sociologists should keep in mind when conducting research? Do you think we can add more to the list? If so, please explain.

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After reading The Cultural Meaning of Suicide: What Does That Mean?, write a paper of 500-750 words on suicide in which you address the following questions:

  1. What did you think of the article? How did the article relate to topics presented in the textbook?
  2. What interesting questions did the article raise for you?
  3. Identify the common predictors of suicide, treatments, and prevention programs
  4. Define suicide in your own words and describe how suicide is viewed in other cultures.

Use the GCU Library databases, include a minimum of two outside references or other resources to highlight and support your viewpoint.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

This benchmark assignment assesses the following programmatic competency: 3.6 Assess psychological practices using a culturally sensitive worldview.

You May Ask Yourself

Fourth Edition
Dalton Conley
* Please answer all parts of the 2questions you choose to answer. You should answer both the questions in one single post rather than respond to each question in different posts.

  1. What is the difference between a deductive and an inductive approach? Explain your logic. Give examples of research scenarios in which a sociologist would use these methods. You can use Healthcare settings/research areas.
  2. Clearly explain the difference between correlation and causation? Which is harder to prove and why? Use at least 2 examples for to explain the differences between the 2 concepts.
  3. Distinguish between qualitative and quantitative research methods and give at least 2 examples for each method. In your examples, explain why the methods would be appropriate methods to use?
  4. Explain the “golden rules” sociologists should keep in mind when conducting research? Do you think we can add more to the list? If so, please explain.
  5. Create a simple research question and address the questions – Why you picked the research topic? What method of data collection would you use and why?  What would be your sample and sample size? What do you think you would find?  Could this study be generalized to the population?  Why or why not?

Describe why the articulation of a hypothesis is essential in the development of an effective program. Examine how a hypothesis is different from a hunch. Describe the differences.

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After you have completed the readings,  post your initial response to the following discussion. Your post  should respond to all parts of the topic(s) in complete sentences, and  should extend the discussion of the group by including original thoughts  or ideas with support from multiple academic outside sources and/or  course materials, correctly using APA style, both in-text and complete  reference at the end of the post.

After you have submitted your initial  post, review other posts and respond to multiple classmates. Your  response to other classmates should ask follow-up questions or provide  additional ideas that expand on the topic. Be sure to post your  responses over multiple days throughout the unit week as this helps  promote a real discussion. Refer to your Discussion Board Rubric for  specific grading explanation.

Selecting the Appropriate Intervention Strategy

  1. Describe why the articulation of a hypothesis is essential in the development of an effective program.
  2. Examine how a hypothesis is different from a hunch. Describe the differences.
  3. Describe what the statements,  “hypothesis is a series of ends/means statement” and “program evaluation  begins with the development of a hypothesis” mean.
  4. Describe how you actually develop both the lower and higher level statements in the hypothesis.

*** FOLLOW ALL DIRECTIONS GIVEN***

***350 MINIMUM WORDS NOT INCLUDING RESOURCE PAGE***

*** I DO NOT NEED A COVER PAGE JUST RESOURCES**

Select an illness to use for this Discussion. Think about a population that is more susceptible to this illness and a population that is less susceptible to this illness.

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The type of illness that results from too much stress depends on a variety of factors. Your age, gender, ethnic heritage, culture, and even geographical location all influence your response to developing stress-related illnesses. Some populations are more vulnerable to the effects of stress, just as some populations are more susceptible to certain diseases. Population-based health care focuses on assessing health needs, planning culturally sensitive prevention and intervention programs, and improving public health.

In this context, populations are groups of people defined by a common condition that perhaps need focused health education, prevention programs, or treatment. The following are some examples of populations:

  • Pregnant women
  • Military personnel returning from war
  • Those with low socioeconomic status
  • Those experiencing discrimination
  • Refugees
  • Those with asthma
  • The elderly
  • Those experiencing significant loss
  • Illegal immigrants
  • Those with cardiovascular disease
  • Adult survivors of childhood sexual abuse
  • Victims of crime
  • Those with serious mental illness

Whether it is poverty, grief, or discrimination, the variety of stressors that members of these populations might encounter does not vanish overnight. As a result, the persistence of stress can contribute to long-lasting illness or chronic disease, such as heart disease, stroke, cancer, diabetes, obesity, and arthritis. Seventy percent of all deaths in the United States are due to chronic disease. Fifty percent of Americans have at least one chronic disease. Chronic diseases are the most common and expensive diseases facing the world and since most chronic diseases have modifiable risk factors, most are preventable. The most common modifiable risks are poor diet, lack of exercise, and tobacco, alcohol, or drug use.

For this Discussion, review this week’s Learning Resources including the Stress and Immune-Related Disease” section of the “ Stress, the Immune System, Chronic Illness, and Your Body” handout. Select an illness to use for this Discussion. Think about a population that is more susceptible to this illness and a population that is less susceptible to this illness.

With these thoughts in mind:

Post by Day 4 a brief description of the illness you selected. Then describe one population that is more susceptible and one population that is less susceptible to this illness and explain why. Include how stress and coping might differ between these populations. Be specific.

  • Course Text: Aldwin, C. M. & Yancura, L. (2011). Stress, coping, and adult development. In R. J. Contrada & A. Baum (Eds.), The handbook of stress science: Biology, psychology, and health (pp. 263–274). New York, NY: Springer Publishing Company.
  • Course Text: Brandolo, E., Brady ver Halen, N., Libby, D., & Pencille, M. (2011). Racism as a psychosocial stressor. In R. J. Contrada & A. Baum (Eds.), The handbook of stress science: Biology, psychology, and health (pp. 167–184). New York, NY: Springer Publishing Company.
  • Course Text: Chandola, T., & Marmot, M. G. (2011). Socioeconomic status and stress. In R. J. Contrada & A. Baum (Eds.), The handbook of stress science: Biology, psychology, and health (pp. 185–193). New York, NY: Springer Publishing Company.
  • Course Text: Davis, M. C., Burleson, M. H., & Kruszewski, D. M. (2011). Gender: Its relationship to stressor exposure, cognitive appraisal/coping processes, stress responses, and health outcomes. In R. J. Contrada & A. Baum (Eds.), The handbook of stress science: Biology, psychology, and health (pp. 247–261). New York, NY: Springer Publishing Company.
  • Course Text: Garrido, M. M., Hash-Converse, J. M., Leventhal, H., & Leventhal, E. A. (2011). Stress and chronic disease management. In R. J. Contrada & A. Baum (Eds.), The handbook of stress science: Biology, psychology, and health (pp. 487–500). New York, NY: Springer Publishing Company.
  • Course Text: Nezu, A. M., Maguth Nezu, C., & Xanthopoulos, M. S. (2011). Stress reduction in chronically ill patients. In R. J. Contrada & A. Baum (Eds.), The handbook of stress science: Biology, psychology, and health (pp. 475–485). New York, NY: Springer Publishing Company.
  • Article: American Psychological Association. (2007, August 17). New research shows how chronic stress worsens neurodegenerative disease course [Press release]. Retrieved from http://www.apa.org/news/press/releases/2007/08/chronic-stress.aspx
  • Article: Dhabhar, F. S. (2009). Enhancing versus suppressive effects of stress on immune function: Implications for immunoprotection and immunopathology. Neuroimmunomodulation, 16(5), 300–317.
    Retrieved from the Walden Library using the MEDLINE with Full Text database.
  • Article: Lupien, S. J., McEwen, B. S., Gunnar, M. R., & Heim, C. (2009). Effects of stress throughout the lifespan on the brain, behavior and cognition. Nature Reviews Neuroscience, 10(6), 434–445.
    Retrieved from the Walden Library using the Academic Search Complete database.
  • Article: National Institute of Mental Health. (2007, October 18). Stress: Brain yields clues about why some succumb while others prevail [Press release]. Retrieved from http://www.nimh.nih.gov/science-news/2007/stress-brain-yields-clues-about-why-some-succumb-while-others-prevail.shtml
  • Article: Potts, J. (2007, October). Study of relationship between chronic diseases and stress. Medical News Today. Retrieved from http://www.medicalnewstoday.com/releases/85162.php
  • Article: Stauder, A., Thege, B. K., Kovács, M. E., Balog, P., Williams, V. P., & Williams, R. B. (2010). Worldwide stress: Different problems, similar solutions? Cultural adaptation and evaluation of a standardized stress management program in Hungary. International Journal of Behavioral Medicine, 17(1), 25–32.
    Retrieved from the Walden Library using the Academic Search Complete database.
  • Article: Suglia, S.F., Staudenmayer, J., Cohen, S., Bosquet Enlow, M., Rick-Edwards, J. W., & Wright, R. J. (2010). Cumulative stress and cortisol disruption among Black and Hispanic pregnant women in an urban cohort. Psychological Trauma: Theory, Research, Practice, and Policy, 2(4), 326–334.
    Retrieved from the Walden Library using the PsycARTICLES database.
  • Article: Wilson, D. R. (2010). Stress management for adult survivors of childhood sexual abuse: A holistic inquiry. Western Journal of Nursing Research, 32(1), 103–127.
    Retrieved from the Walden Library using the CINAHL Plus with Full Text database.
  • Handout: Laureate Education, Inc. (2012). Stress, the immune system, chronic illness, and your body. Unpublished document.
    • Read the section titled “Stress and Immune-Related Disease”
  • Web Resource: World Health Organization. (n.d.). Chronic diseases. Retrieved from http://www.who.int/topics/chronic_diseases/en/
  • Web Resource: Centers for Disease Control and Prevention. (2010). Chronic disease prevention and health promotion. Retrieved from http://www.cdc.gov/chronicdisease/index.htm