Principles Of Persuasion

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n environmental organization would like to film a pro-recycling public service announcement and have brought you on as a consultant to help them better understand the principles of persuasion and how they should be applied in this PSA. As part of your presentation to the organization you will need to educate them on the principles of persuasion (using what has been learned through previous research) that will need to be applied to their PSA.

 

Create a PowerPoint presentation.

 

In the first 4 to 6 slides of your presentation you will need to:

    • Summarize at least two previous research studies on persuasion.

 

    • How were the principles of persuasion studied?

 

    • Was the research valid? Why or why not?

 

  • What was learned through these studies that can be applied to the creation of the above PSA?

In your next 6 to 10 slides you will incorporate all you have learned about the art of persuasion to create your own PSA PowerPoint presentation to present to this organization that they will use to guide the filming of their video.

In this presentation you will need to:

 

    • Present a creative argument that will persuade the viewers of the need to recycle, which the video will be based on.

 

    • Use at least two primary principles of persuasion within this presentation.

 

  • In the final slide outline which two or more principles were used and why they were a good fit for this PSA.

Your total presentation should be a minimum of 10 to 16 slides (not including your title and reference slides). For your project you will need to be creative in the use of your graphics and fonts in addition to discussing and applying the principles of persuasion.

For this assignment, please use your text book along with additional resources from the Argosy Library.

Suggested additional resources:

 

    • Wood, W. (2000). Attitude change: Persuasion and social influence. Annual Review of Psychology, 51, 539-570.

 

    • Cialdini, R.B. & Goldstein, N.J. (2004). Social influence: Compliance and conformity. Annual Review of Psychology, 55, 591-621.

 

    • Schwarz, N. (1998). Warmer and more social: Recent developments in cognitive social psychology. Annual Review of Sociology, 24, 239-264.

 

  • Cialdini, R.B. (2003). Crafting normative messages to protect the environment. Current Directions in Psychological Science. 105-109.

Advanced General Psychology

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With so many individuals using the Internet today, the psychology of the individual, the family, the community, and the society has changed. Some might argue that the traditional psychological theories cannot be applied and therefore psychology as an entire field needs to be revamped to incorporate the impact and the application of internet technology. As a student completing a bachelor’s degree in psychology, your future career will undoubtedly incorporate the use of the Internet in very new ways. Read the following article from the AUO Library:

Ritterband, L. M., Gonder-Frederick, L., Cox, D. J., Clifton, A. D., West,
R. W., & Borowitz, S. M. (2003). Internet interventions: In review,
in use, and into the future. Professional Psychology: Research and
        Practice, 34(5), 527-534.

Identify a problem area or psychological issue that could benefit from the use of an internet intervention. Now, using what you learned from the article, propose an internet intervention using the following guidelines:

  1. What problem area would the internet intervention address?
  2. Provide a general description of the proposed internet intervention.
  3. How would the effectiveness of the proposed intervention be tested?
  4. What are any legal and ethical issues related to the proposed intervention? Include the specific APA ethical standard(s) in your response.

Learning Style Assesment Week 1

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Our textbook begins by highlighting the SQ4R Method, one technique behind the psychology of studying.  This technique can help you read and learn the material in textbooks more effectively.  It also helps you when taking tests!  We all learn differently, though.  It is very important to know how you learn best.  If you use strategies that work best with your learning style, you will decrease the time you spend and increase the results!

 

1.  Take the learning style self-assessment. <<(Click on the highlighted words to take the assessment!)

2.  Review the results of your assessment using the explanation below.

3.  Write at least 100 words describing the results, how you learn best, and how you will modify your study techniques to fit your learning style.

4.  Submit your assignment using the Learning Style Assignment link above to open the textbox.

5.  This assignment is due by midnight Sunday.

 

 

What do the results mean?  Barbara Soloman, Coordinator of Advising, First Year College, North Carolina State University explains:

 

Active Learners: tend to retain and understand information best by doing something active with it like discussing or explaining it to others.  They enjoy group work.

 

Reflective Learners: prefer to think about it quietly first.  They prefer to work alone.

 

Sensing Learners: tend to like learning facts.  They are patient with details and good at memorizing things.  They are practical and careful.

 

Intuitive Learners: prefer discovering possibilities and relationships.  They are good at grasping new concepts and are comfortable with abstractions and mathematical formulations.  They are innovative and creative.

 

Visual Learners: remember best what they see–pictures, diagrams, flow charts, time lines, films, and demonstrations.

 

Verbal Learners: get more out of words–written and spoken explanations. Everyone learns more when information is presented both visually and verbally.

 

Sequential Learners: tend to gain understanding in linear steps, with each step following logically from the previous one.  They follow logical steps when finding solutions.

 

Global Learners: Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly “getting it.”  They may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it.

 

 

**Follow this link to learn the most effective strategies of how to learn based on your learning style self-assessment: Click here>> Learning Style Strategies 

 

Sample Action Research Report Evaluation

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Sample Action Research Report Evaluation

The purpose of this assignment is for you to review a FINISHED action research report showing the entire planning process and allowing you to put together visibly, what a finished action research proposal consists of including the planning stage you are responsible for in this course as well as the results portion of the report for which you will be responsible for in EDU675 (MAED students).  Having this exposure to a finished report should help you make connections with what you’ve been planning as well as what you will be actually implementing through your proposed intervention/innovation once you begin EDU675.

According to Mills (2014), “To evaluate a research study competently, you must have knowledge of each component of the research process” (p. 215). For this assignment, you will consider all that you have learned and practiced up to this point in our course and apply criteria for evaluating action research to the following: Sample Action Research Report 1: Effect of Technology in Enthusiasm for Learning Science. Finally, you will include a self-reflection. Note that it is acceptable to write in the first-person voice in the reflection.

Content
The assignment needs to include the following areas of content.

  • Area of Focus (1 point): Describe the area of focus and whether it involves teaching and learning. Include support from the literature where appropriate.
  • Research Questions (0.5 point): List the research questions and discuss whether the researcher states questions that were answerable given the researcher’s expertise, time, and resources.
  • Locus of Control (1 point): Discuss the locus of control and whether the area of focus was within the researcher’s locus of control.
  • Data Collection (1 point): Describe the data collection techniques and whether the researcher used appropriate data collection techniques to answer the study’s research questions (e.g., qualitative and/or quantitative). Include support from the literature in your description.
  • Ethics (1 point): Describe the ethical challenges the researcher faced and how they were resolved.
  • Reflective Stance (1.5 points): Explain the ways the action research effort contributed to the researcher’s reflective stance on the ways teaching and learning are viewed.
  • Action (0.5 point): Describe the actions that resulted from the study.
  • Action-Data Connection (1.5 points): Describe how the proposed action connects to the study’s data analysis and interpretation.
  • Reflection – Learning (0.5 point): Describe what you learned from this study and the process of evaluating it, considering what insight this researcher gave you indirectly regarding the process of action research.
  • Reflection – Application (0.5 point): Describe what you have taken away from this experience for use in your Final Project in this course.


Written Communication
The assignment needs to adhere to the following areas for written communication.

 

  • Page Requirement (0.25 point): The assignment must be three to five pages, not including title and references pages.
  • APA Formatting (0.25 point): Use APA formatting consistently throughout.
  • Syntax and Mechanics (0.25 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Your written work should contain no errors and be very easy to understand.
  • Source Requirement (0.25 point): Use no less than two scholarly sources in addition to the sample action research report, which may be your course textbooks. All sources on the reference page need to be used and cited correctly within the body of the assignment.