Review several of your colleagues’ posts and respond to at least two of your peers by 11:59 p.m. on Day 7 of the week.

Problems in Designing an Experimental Research Study

Prior to beginning work on this discussion, please read the required articles by Skidmore (2008) and Henrich, Heine, & Norenzayan (2010). Carefully review the PSY635 Week Two Discussion ScenarioPreview the document. Apply the scientific method to the information included within the scenario and develop a null and a research hypothesis based on it. Using the hypotheses you have developed, compare the characteristics of the different experimental research designs discussed in the Skidmore (2008) article and choose the one that is most appropriate to adequately test your hypotheses. Identify potential internal threats to validity and explain how you might mitigate these threats. Apply ethical principles to the proposed research and describe the implications of this type of research in terms of the population(s) and cultural consideration(s) represented in the sample(s) within the scenario.

Guided Response: Review several of your colleagues’ posts and respond to at least two of your peers by 11:59 p.m. on Day 7 of the week. You are encouraged to post your required replies earlier in the week to promote more meaningful interactive discourse in this discussion.

After reading your colleague’s null and research hypotheses, do you feel that these accurately respond to the scenario? Please provide a rationale for your agreement or disagreement. Evaluate your colleague’s proposed research design and explain whether or not you agree with the research design chosen providing a brief rationale for your opinion citing the resources as necessary. What potential threats to internal validity do you see that your colleague has not identified? Consider the ethical implications your colleague has described and identify any other potential threats to external validity your colleague has not mentioned. Recommend potential solutions to the areas of both internal and external validity in the research design proposed by your colleague.

Which law finally required states to release any relevant information about registered sex offenders necessary to maintain and protect public safety, and allows disclosure of information collected under a state registration program for any purpose permitted under the laws of the state?

1. A particularly difficult type of sexual assault is date rape, sometimes called
a. acquaintance rape.

c. fraternal rape.
b. social rape.

d. sexual battery.
2. The key distinction between human trafficking and smuggling lies in
a. the international implications.
b. the need for labor.
c. the individual’s freedom of choice.
d. government collusion.
3. Acknowledging the severe and dangerous nature of drug-assisted sexual assaults, the Drug-Induced Rape Prevention and Punishment Act, signed in 1996, allows courts to impose prison sentences up to __________ on anyone who distributes an illicit drug to someone intending to commit sexual assault.
a. 5 years

c. 20 years
b. 10 years

d. Life
4. The largest number of people illegally trafficked into the United States are from
a. Mexico and Central America.

c. east Asia and the Pacific.
b. eastern Europe and Russia.

d. South America.
5. When arriving at the scene of a rape case, officers should look for
a. evidence of a struggle.

c. semen and bloodstains.
b. stained or torn clothing.

d. all of these choices.
6. The element of sexual assault most difficult to prove in court is
a. the act of sexual intercourse.
b. that the act was committed with a person other than a spouse.
c. that the act was committed without the consent of the victim.
d. that the act was committed against the victim’s will and by force.
7. In what type of interview do you carefully question the victim about the rapist’s behavior, analyze the behavior to ascertain the motivation underlying the assault and then compile a profile of the individual likely to have committed the crime?
a. sexual predator profile

c. latent sexuality probe
b. victim’s behavioral interview

d. behavior-oriented interview
8. A common “date rape” drug is
a. aspirin.

c. Rohypnol.
b. morphine.

d. mescaline.
9. The pleasure of complete domination over another person is what drives the
a. masochist.

c. sadist.
b. exhibitionist.

d. voyeur.
10. Statutory rape is
a. sexual intercourse under threat of force.
b. the rape of a spouse.
c. any sex act that violates a state statute, regardless of mutual consent.
d. sexual intercourse with a minor.
11. In a sexual assault case, it is best that the interviewer of the victim
a. always be a male officer.
b. always be a female officer.
c. be an officer who is the same gender as the victim.
d. be a police officer with the proper training and attitude.
12. Rapists are often divided into two categories: ________ rapists and ________ rapists.
a. anger, pleasure

c. pain, pleasure
b. anger, power

d. aggravated, simple
13. The main side effect of Rohypnol is
a. nausea.

c. drowsiness.
b. amnesia.

d. aggression.
14. Sexual penetration refers to an intrusion into a victim’s
a. anal opening.

c. mouth.
b. genital opening.

d. any of these choices.
15. Certain offenders are likely to be obsessed with keeping trophies and recordings of their assaults, and therefore any search warrant applications in such cases should include photographs, records, scripts, letters, diaries, audiotapes, videotapes and newspaper reports of the crime. These offenders are called
a. serial killers.

c. mass murderers.
b. sexual sadists.

d. lone wolf killers.
16. The success of blind reporting hinges on
a. whether trust can be established between the victim and the investigator.
b. whether the victim is willing to prosecute.
c. the investigator’s willingness to accept a blind report.
d. whether the victim is willing to commit immediately to an investigation.
17. What method has been used with sexual offenders in 16 states amid widespread controversy?
a. medical castration

c. civil commitment
b. chemical castration

d. the death penalty
18. The Supreme Court has clarified its limitation on civil commitments, saying that there must be
a. proof of physical or chemical castration.
b. proof of an offender’s serious difficulty in controlling his behavior.
c. a statement under oath that the offender promises not to reoffend.
d. concurrent registration for life of any sex offender.
19. Which law finally required states to release any relevant information about registered sex offenders necessary to maintain and protect public safety, and allows disclosure of information collected under a state registration program for any purpose permitted under the laws of the state?
a. Jacob’s Law

c. Jon Benet Ramsey Law
b. Megan’s Law

d. Little Lindbergh Law
20. In April 1998, what did the Supreme Court decide in regard to constitutional challenges that claimed that the Sexual Offender Registration and Notification Act’s notification requirements represented an unconstitutional added punishment?
a. They agreed and overturned them.
b. They rejected the argument and retained the laws.
c. They decided to compromise and only register those offenders who voluntarily agreed to be listed as a term of their parole.
d. They disagreed and resentenced all sex offenders to a “life” parole.
21. What type of reporting allows sexual assault victims to retain their anonymity and confidentiality while sharing critical information with law enforcement, and also permits victims to gather legal information from law enforcement without having to commit immediately to an investigation?
a. third-party reporting

c. blind reporting
b. ex parte reporting

d. self-reporting
22. A “date rape” drug that can be found in an odorless, colorless liquid form or as a pill or white powder and that has psychological effects including confusion, depression, anxiety, sleeplessness, drug craving and paranoia is called MDMA or
a. marijuana.

c. Ecstasy.
b. heroin.

d. mescaline.
23. A “date rape” drug that is found in a white powder form and that can cause hallucinations, lost sense of time and identity, distorted perceptions of sight and sound, feeling out of control, impaired motor function, breathing problems, convulsions, vomiting, out-of-body experiences, memory problems, a dream-like feeling, numbness and loss of coordination is
a. Ecstasy.

b. peyote.

c. alpha-omega.
d. ketamine.
24. Which of the following is not a sex offense?
a. incest
b. bigamy
c. child molestation, sodomy and rape
d. pornography
25. Incest is sexual intercourse with a(n)
a. brother, sister or parent.

c. blood relative.
b. first cousin.

d. animal.

Introduction and Overview (Portrait or landscape orientation may be used for the page layout of this section.) Students will begin their Guides with a general overview of assessment.

For written transcript, click here.

Psychological assessment guides are created by psychology professionals to provide the public with accurate and authoritative information appropriate for their current needs. Information available to the public about psychological testing and assessment varies widely depending on the professional creating it, the purpose of the assessment, and the intended audience. When professionals effectively educate the public on the howwhat, and why behind assessments and the strengths and limitations of commonly used instruments, potential clients are in a better position to be informed users of assessment products and services. The Assessment Guides developed in this course will be designed to provide the lay public with accurate and culturally relevant information to aid them in making informed decisions about psychological testing. Students will develop their Guides with the goal of educating readers to be informed participants in the assessment process.

There is no required template for the development of the Assessment Guide. Students are encouraged to be creative while maintaining the professional appearance of their work. The Guide must be reader-friendly (sixth- to ninth-grade reading level) and easy to navigate, and it must include a combination of text, images, and graphics to engage readers in the information provided. Throughout their Guides, students will provide useful examples and definitions as well as questions readers should ask their practitioners. To ensure accuracy, students are expected to use only scholarly and peer-reviewed sources for the information in the development of their Guides.

Students will begin their Guides with a general overview of assessment, reasons for assessment referrals, and the importance of the role of each individual in the process. Within each of the remaining sections, students will describe the types of assessments that their readers may encounter, the purposes of each type of assessment, the different skills and abilities the instruments measure, the most valid and reliable uses of the measures, and limitations of the measures. A brief section will be included to describe the assessment process, the types of professionals who conduct the assessments, and what to expect during the assessment meetings.

The Assessment Guide must include the following sections:

Table of Contents (Portrait orientation must be used for the page layout of this section.)
In this one-page section, students must list the following subsections and categories of assessments.

  • Introduction and Overview
  • Tests of Intelligence
  • Tests of Achievement
  • Tests of Ability
  • Neuropsychological Testing
  • Personality Testing
  • Industrial, Occupational, and Career Assessment
  • Forensic Assessment
  • Special Topics (student’s choice)
  • References

Section 1: Introduction and Overview (Portrait or landscape orientation may be used for the page layout of this section.)
Students will begin their Guides with a general overview of assessment. In this two-page section, students will briefly address the major aspects of the assessment process. Students are encouraged to develop creative titles for these topics that effectively communicate the meanings to the intended audience.

  • Definition of a Test (e.g., What is a Test?)
  • Briefly define psychological assessment.
  • Types of Tests
  • Identify the major categories of psychological assessment.
  • Reliability and Validity
  • Briefly define the concepts of reliability and validity as they apply to psychological assessment.
  • Role of testing and assessment in the diagnostic process
  • Briefly explain role of assessment in diagnosis.
  • Professionals Who Administer Tests
  • Briefly describe the types of professionals involved in various assessment processes.
  • Culture and Testing
  • Briefly describe issues of cultural diversity as it applies to psychological assessment.

Categories of Assessment (Portrait or landscape orientation may be used for the page layout of this section.)
For each of the following, students will create a two-page information sheet or pamphlet to be included in the Assessment Guide. For each category of assessment, students will include the required content listed in the PSY640 Content for Testing Pamphlets and Information SheetsLinks to an external site.. Be sure to reference the content requirementsLinks to an external site. prior to completing each of the information sheets on the following categories of assessment.

  • Tests of Intelligence
  • Tests of Achievement
  • Tests of Ability
  • Neuropsychological Testing
  • Personality Testing
  • Industrial, Occupational, and Career Assessment
  • Forensic Assessment
  • Special Topics (Students will specify which topic they selected for this pamphlet or information sheet. Additional instructions are noted below.)

Special Topics (Student’s Choice)
In addition to the required seven categories of assessment listed above, students will develop an eighth information sheet or pamphlet that includes information targeted either at a specific population or about a specific issue related to psychological assessment not covered in one of the previous sections. Students may choose from one of the following categories:

  • Testing Preschool-Aged Children
  • Testing Elementary School-Aged Children
  • Testing Adolescents
  • Testing Geriatric Patients
  • Testing First Generation Immigrants
  • Testing in Rural Communities
  • Testing English Language Learners
  • Testing Individuals Who Are (Select one: Deaf, Blind, Quadriplegic)
  • Testing Individuals Who Are Incarcerated
  • Testing for Competency to Stand Trial
  • Testing in Child Custody Cases

References (Portrait orientation must be used for the page layout of this section.)
Include a separate reference section that is formatted according to APA style as outlined in the Ashford Writing CenterLinks to an external site.. The reference list must consist entirely of scholarly sources. For the purposes of this assignment, assessment manuals, the course textbook, chapters from graduate-level textbooks, chapters from professional books, and peer-reviewed journal articles may be used as resource material. A minimum of 16 unique scholarly sources including a minimum of 12 peer-reviewed articles published within the last 10 years from the Ashford University Library must be used within the Assessment Guide. The bulleted list of credible professional and/or educational online resources required for each assessment area will not count toward these totals.

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 Assessment Guide, please implement any changes recommended by the instructor, go to Pathbrite Links to an external site.and upload the revised Assessment Guide to the portfolio. (Use the Pathbrite Quick-Start GuideLinks to an external site. 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 PathbriteLinks to an external site. website for information and further instructions on using this portfolio tool.

The Assessment Guide

  • Must be 18 pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing CenterLinks to an external site..
  • Must include a separate title page with the following:
    • Title of guide
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least 16 scholarly sources, including a minimum of 12 peer-reviewed articles from the Ashford University Library.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
  • Must incorporate at least three different methods of presenting information (e.g., text, graphics, images, original cartoons).

Carefully review the Grading RubricLinks to an external site. for the criteria that will be used to evaluate your assignment.

   Do you think Dr. Zak has a good sample on which to norm his test? Why or why not? What are your suggestions? 2.     What other items do you think need to be included in Dr. Zak’s domain sampling?

Plagiarism free

PLEASE SEE ATTACHED NOTES

Read the following case study. Use the information in the case study to answer the accompanying follow-up questions. Although questions 1 & 2 have short answers, you should prepare a 150- to 200-word response for each of the remaining questions.

 

Case Study

 

 

 

Dr. Zak developed a test to measure depression. He sampled 100 university students to take his five item test. The group of students was comprised of 30 men and 70 women. In this group, four persons were African American, six persons were Hispanic, and one person was Asian. Zak’s Miraculous Test of Depression is printed below:

 

 

 

    1. I feel depressed:                                                          Yes      No 
    2. I have been sad for the last two weeks:                      Yes      No 
    3. I have seen changes in my eating and sleeping:          Yes      No 
    4. I don’t feel that life is going to get better:                 Yes      No 
    5. I feel happy most of the day:                                      Yes      No 

      Yes = 1; No = 0

       

      The mean on this test is 3.5 with a standard deviation of .5.

      1.   Do you think Dr. Zak has a good sample on which to norm his test? Why or why not? What are your suggestions?
      2.     What other items do you think need to be included in Dr. Zak’s domain sampling?
      3.    Suggest changes to this test to make it better. Justify your reason for each suggestion supporting