Collaborative Learning Community – Correlations

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Collaborative Learning Community – Correlations  

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This is a Collaborative Learning Community (CLC) assignment.

 

Each CLC team will design a correlational study, groups will need two variables with at least five sets of data. between these two variables: time spent playing video games and aggression.

Then in 500-750 words, do the following:

1. Create a hypothesis for the group’s study. Consider the hypothesis and how the group will define operationally and measure the variables.

 

Use two scholarly resources to support your explanations.

Creation of a hypothesis is clear, concise, and makes connections to current research.

RHAB 4075 Case Study On Ray Charles

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Bellow are the instructions. Willing to pay $10 a page:

Students will write a case-study paper, based on the true story of a real-life person with a drug or alcohol problem, from an instructor-approved source: (1) documentary film, (2) nonfiction book [biography, autobiography or memoir], or (3) movie based on a true story. Papers will describe the first time that person ever began using (how, what, when, where, why, and with whom), the progression of the problem, their worst experience using, their excuses including denial and blame, other disorders or problems in their life, how they tried to quit or sought help (how, what, when, and why), how their drug or alcohol use affected them (health, work, finances, relationships, legal problems, etc.), the final outcomes, and so forth. Use at least 2 references (including the course textbook and assigned reading materials) to explain the person’s symptoms and effects. Paper length is 5 to 6 pages (not including title page and reference page), double spaced, 12-point font with 1-inch margins, in APA format. Papers will be evaluated on thoroughness of description, evidence of understanding of drugs and alcohol, quality of writing, and use of reference materials to explain the symptoms and effects.

I understand that you do not have the book but I could send you pictures of the Heroin and alcohol chapters from it.

Running head: RAY CHARLES ESSAY 1

 

 

RAY CHARLES ESSAY 2

 

 

RAY CHARLES ESSAY

By

[name of student]

 

 

 

 

 

 

 

 

 

Course

[name of instructor]

[name of institution]

Date

“You may have heard of my struggle with addiction for much of my life. If you haven’t, then I will tell you now. Since the late 1940s, when I was 16 years old, I became addicted to heroin. I also smoked recreational marijuana. It wasn’t just drugged either. I also struggled with alcohol abuse. This habit of doing drugs and drinking on a regular basis really took a toll on me, but, at the same time, gave me an edge. I really struggled with the effects it had on me but I still continued to produce hit after hit. After being arrested for possessing heroin in 1964, I was admitted into a California sanitarium where I went to rehab for a period of time. Upon leaving rehab, I was given a five-year suspended sentence. I decided I was going to quit for good. I had had enough. When I was 73 years old, I was diagnosed with liver disease and hepatitis C. This would ultimately be the cause of my death in 2004. During the time of my drug and alcohol abuse, I produced many chart-toppers and top ten hits. Because of my addictions I produced a few songs as a response to people’s criticism such as, “Let’s Go Get Stoned” and “I Don’t Need No Doctor.” These songs showed the people how I felt. I felt that I would live my life the way I wanted to live it. ” (Drug and Alcohol Addiction, 2019)

The latent addiction

One of music’s unsurpassed legends, the late Ray Charles, struggled heroin enslavement for a long time – a dependence that many accept influenced his life more than losing his visual perception ever could. Beam Charles, from his introduction to the world, confronted genuine difficulties – incorporating a youth set in neediness in the racially-charged south of the 1930s, to seeing the appalling suffocating passing of his young sibling, to losing his visual perception as a kid. He started putting his enthusiasm for specialized and mechanical things to work in music as a little youngster also, beginning with the piano at a nearby bistro and afterward more completely building up his melodic ability while going to the Florida School for the Deaf and the Blind. At ten years old, Ray Charles lost his dad, and afterward, his mom passed away just five years after the fact. He was raised by companions of his folks in Florida and played with different nearby groups as a youthful grown-up. Referring to misery over the demise of his sibling and his folks, Charles started a heroin habit that would traverse a very long time during his high schooled years. Like other individuals with substance misuse narratives, Charles’ dependence on the extraordinarily strong medication heroin is said to have started with cannabis, known as a typical “portal” sedate. As a youngster performing on the piano in clubs, supervisors are said to have given him weed to help calm execution tensions. Marijuana then traversed to heroin enslavement as Charles became what is commonly considered today a “working junkie” – somebody who keeps up business while likewise suffering substance misuse dependency. In his mid-thirties, Charles denoted his third capture for having heroin, in spite of the fact that he had been utilizing the medication for over two decades. Going to a recovery office in Los Angeles kept the artist from investing energy in prison for the capture.

In 1966, Charles finished a year on parole for medicate infringement, proceeding to create diagram beating hits. His vocation additionally included filling in as a representative for a significant refreshment organization, worldwide social equality activities, solicitations to presidential introductions and acting exhibitions. As is regular with illicit drug habits among big names and non-big names, Ray Charles went to recovery focuses more than once however kept on doing combating his heroin use. Heroin is among the most dominant illicit drug habits, requiring medicinally managed help to start the detoxification procedure and medications at an expert private treatment focus. In the mid-1960s, Charles is said to have at last finished his enslavement with heroin, however, the unbelievable star is affirmed to have been connected with constant utilization of liquor. Depictions of his life, including the motion picture “Beam,” point to discouragement and battles like destitution and family disaster as antecedents to his long-term chronic drug use, which many states may have caused the star considerably more hardship than the loss of his sight. While it is very hard to end illicit drug use, now and again requiring a few endeavors to stop, recuperation can – and does – occur, as exhibited by Ray Charles’ story. A mix of expert recovery-based treatment and companion support are basic to progress, just like a craving to begin an existence without the subjugation of compulsion.

Craving years and public attention

Charles initially attempted recreational medications when he played in McSon Trio and was anxious to attempt them as he suspected they helped performers make music and tap into their imagination. He later got dependent on heroin for a long time. He was first captured during the 1950s, when he and his bandmates were gotten behind the stage with free marijuana and medicate stuff, including a consumed spoon, syringe, and needle. The capture didn’t discourage Charles’ medication use, which just heightened as he turned out to be progressively effective and gotten more cash-flow. Charles was captured again on an opiate charge on November 14, 1961, while holding up in an Indiana lodging before an exhibition. The investigators held onto heroin, cannabis, and different things. Charles, at that point 31, said he had been a medication fiend since the age of 16. The case was rejected in view of the way in which the proof was acquired, yet Charles’ circumstance didn’t improve until a couple of years after the fact. In 1964, Charles was captured for ownership of cannabis and heroin. Following a deliberate remain at St. Francis Hospital in Lynwood, California, he got five years’ probation for his wrongdoing.

Charles had his very own rendition of his contribution with drugs, however throughout the years, he has would not talk about it. At the point when Playboy asked him, in 1970, how he began, he asked of the inquiry. Inquired as to whether he probably won’t be an impact to stop potential medication clients, he answered: “Horse crap. Everyone’s mindful that cigarettes most likely reason malignant growth, yet what number of individuals do you think would surrender them since Ray Charles quit smoking?” And, he proceeded, “I’m tired of discussing that part of my life. Jesus Christ couldn’t get me to express another word regarding the matter to anyone.” Downbeat, truth be told, more likely than not had the fallen angel on retainer; an article on Charles in the jazz production appeared as a sorry reminder to future questioners of Ray Charles, notice them not to get some information about opiates. Rather, they were exhorted, complement the positive! Expound on him realizing how to deliver his very own records! In his very own studios! For his very own name! How he plays chess and fixes radios and TVs! How he could even fly his very own plane on the off chance that he needed to! How he helps battle Sickle Cell Anemia! How he’s gotten all these Grammies and grants! Give the great occasions a chance to roll!

Personal life

His initial visiting days brought him into a low-class dance club, where he began ingesting medications. At age 31, he was captured in an Indiana lodging for ownership of heroin and marijuana just before a presentation. He told the police that he had been a medication fanatic since the age of 16. At age 34 he was captured for sedate belonging in Philadelphia and in Boston. The next year, Los Angeles police found him endeavoring to purchase drugs from a road seller. He was allowed a five-year suspended sentence for tranquilizing ownership and sent to St. Francis Hospital medicate recovery focus in Lynwood, California. He said that he never took heroin after that. Charles was hitched twice and fathered 12 kids with nine unique ladies. At age 20, he had his first youngster with his better half, Louise Mitchell. He wedded Eileen Williams when he was 21, yet the marriage went on for not exactly a year. He wedded Della Robinson when he was 25; they had three kids and separated following twelve years. He was living with a young lady companion, Norma Pinella, at the hour of his passing.

Cardinal reasons for death

Your liver procedures the fuel that powers the cells of your body and cleans breakdown items from your circulatory system. In the event that your liver can never again play out these capacities, you pass on. Your liver is harmed by:

· Alcohol: Liquor is a toxic substance. Pour liquor on a cut and perceive the amount it harms. It hauls water out of your cells to execute them. Your liver is the main organ that has the catalysts to separate liquor, so practically the entirety of the liquor you drink must go to your liver to be expelled from your body. A lot of liquor replaces liver cells with scar tissue to cause cirrhosis that can execute you. Ongoing research shows that no measure of liquor is protected. It expands an individual’s hazard for respiratory failures, diabetes, malignant growths, and unexpected passing.

· Drugs: The liver separates a wide range of medications, both doctors prescribed prescriptions and recreational medications. Specialists screen liver capacity in patients taking numerous kinds of physician recommended drugs, however most addicts don’t know about liver issues brought about by their medication use until the harm is irreversible.

· Infections that include the liver: A wide range of infections go to the liver, remain there and frequently cause lasting harm, including the infections that reason hepatitis A, B, C, D, E, etc. They can be gotten from debased medication needles or through sexual contact. Having a wide range of sexual accomplices builds your odds of gaining infections that can harm your liver.

 

 

 

 

 

 

 

 

 

 

 

 

 

References drmirkin.com. (2019, 11 6). Ray Charles, The Genius. Retrieved from drmirkin.com: https://www.drmirkin.com/histories-and-mysteries/ray-charles-the-genius.html Drug and Alcohol Addiction. (2019). Ray Charles: “Father of Soul”. Retrieved from sites.google.com: https://sites.google.com/site/hitoryofraycharles/drug-addiction FONG-TORRES, B. (2019). Ray Charles: The Rolling Stone Interview. Retrieved from rollingstone.com: https://www.rollingstone.com/music/music-news/ray-charles-the-rolling-stone-interview-77314/

Allies And Transformational Psychology

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You are required to write an essay of at least 500 words in response to a provided promptly. You must support your assertions with at least 3 citations in current APA format. You may use the course textbooks, scholarly articles and the Bible as sources.  Please include a title page and reference page.

Kepler saw astronomers as “priests of Almighty God” who have “the honor of standing guard…at the door of the shrine at whose high altar Copernicus performs divine service.” How might this sentiment apply to all of us who study the book of God’s Works? How can we heed Kepler’s warning to “not consider the glory of our intellects, but the glory of God” in our academic and disciplinary pursuits?

Discuss the claim that Psychology is a science

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Psychology, the Science of Behaviour 1: Conceptual and Historical Issues, Clinical, Cognitive and Humanistic Psychology

 

 

ucl.ac.uk/ioe

Module Handbook

2019-20

UCL Institute of Education

University of London

20 Bedford Way

LONDON

WC1H 0AL

Tel: +44(0)2076126000

 

Psychology, The Science of Behaviour 1: Conceptual and Historical Issues, Clinical, Cognitive and Humanistic Psychology (PHDE0067)

Key module information

Credits: 15
Term time: October to December 2019
Lectures: Wednesdays 9:30 – 11:30
Venue: Elvin Hall, 20 Bedford Way
Assessment: Coursework: One 1500 word (+/-10%) essay (50% weighting). Please upload an electronic copy only via Moodle.

Exam: One hour MCQ exam (50% weighting).
Deadlines: Coursework essay: 11:59pm (i.e. 23.59) on Monday 9th December 2019

Exam: TBC by the exams office (during the main UCL exam period)
Feedback: Approximately one month after submission

Contact and support:

Module leader: Dr. Amy Harrison a.harrison@ucl.ac.uk

Module administrator: ioe.bscpsywithed@ucl.ac.uk

Module Team: Dr. Jane Hurry, Dr Dawn Male, Dr Liory Fern-Pollak

Module Overview:

Date: Lecture title: Lecturer: Room:
2/10/19 Psychology as a Science: Philosophy of Science, process of hypothesis testing. Can Psychology be regarded as a science? Amy Harrison Elvin Hall
9/10/19 Historical Issues in Psychology and Essay writing skills Amy Harrison Elvin Hall
16/10/19 Clinical Psychology 1: Paradigms in Clinical Psychology. DSM classification system of disorders Amy Harrison Elvin Hall
23/10/19 Clinical Psychology 2: Therapies Amy Harrison Elvin Hall
30/10/19 Essay writing skills tutorial. Academic Skills Team Elvin Hall
4-8 Nov Reading week

 
13/11/19 Language Liory Fern-Pollak Elvin Hall
20/11/19 Motivation Dawn Male Elvin Hall
27/11/19 Learning Jane Hurry Elvin Hall
4/12/19 Perception: Sensory Processes – Visual perception, audition. Liory Fern-Pollak Elvin Hall
11/12/19 Revision session and end of term practice MCQ test Amy Harrison Elvin Hall

Module aims and learning objectives

Aims and Intended Learning Outcomes

Module Aims

 

· To introduce students to research and theory across the various key subfields that comprise psychology: historical and conceptual perspectives in psychology, clinical psychology, cognitive psychology (language, learning, memory and perception) and humanistic psychology (motivation).

· To introduce students to a range of theoretical issues and scientific research methodologies to assist them with the understanding of human behaviour and mental processes.

· To develop students’ ability to engage critically with a range of literature.

Learning Outcomes

By the end of this module, students should be able to:

· Understand key concepts and issues in psychology and be able to demonstrate that understanding by applying them to contemporary debates

· Develop their ability, resources and confidence to study challenging texts relevant to issues in the field of psychology

· Develop their ability to assess arguments and make critical judgments concerning psychological theory and research

 

Assessment

This module is assessed by two components, one essay and one hour multiple choice exam (40 items). Please check the programme Moodle space for details on assessment and grade-related criteria.

Component 1: Essay

You will be required to submit one 1500 word essay (+/- 10%). Your deadline for submitting the essay is 11:59pm (i.e. 23:59) on Monday 9th December 2019.

Please make sure you upload one (1) electronic copy via Moodle. You will choose ONE of the following essay questions to answer:

1. Discuss the claim that Psychology is a science, using a specific psychological research study from the field of Psychology to support your argument.

 

1. Referring to a specific research study, discuss why it is important for researchers to consider research ethics.

1. Using the example of a psychological research study, discuss a theoretical model or approach that underpins the field of psychology

 

Essay workshop

As well as a general tutorial session on assessment integrated into your introduction lecture, you will attend one essay-specific workshop. You will need to come prepared to the workshop with a plan/outline of your essay (e.g. in bullet point form). Information about the workshop dates will be posted on Moodle.

Additional essay guidelines

Please refer to the essay resources provided on the module Moodle page and further essay writing resources and support provided on the programme Moodle page. Your essay will be based on the review of the literature and research (e.g. both theory and empirical research) and should be written using academic language. When planning your essay a good starting place is the lecture slides, core readings and further readings outlined in the session content descriptions; however, you are expected to cite literature and research beyond those provided on the course. Essays should cite reliable empirical evidence (e.g. evidence found in peer-reviewed journal articles through the library electronic resource webpages); you should not rely on unreliable review sources (e.g. Psychology review websites such as Psychology Today or Simply Psychology). A critical evaluation of theoretical and empirical evidence is imperative in order to achieve a well-informed argument and a good grade.

You must follow American Psychological Association (APA) guidelines when referencing (when citing within the essay and formatting your reference section at the end of the essay) and formatting your assignment. You can find a copy of the APA 6th edition handbook in the library. Please also refer to the general guidelines for submitting assignments, which can be found in your programme handbook.

Anonymous marking

Please do not put your name or student ID on your assignment. You must upload your essay assignment to Moodle for anonymized marking.

Feedback

You will receive written feedback on your essay a month after submission. You will also receive general feedback via Moodle, or in class. Please apply this feedback to your future assignments.

Component 2: Exam

You will be required to sit a 1 hour exam. The exam will take place during the main UCL exam period in the Spring term 2020 (exact time and location TBC by the Exams Office). This will cover all material discussed in the module. You will be asked to answer 40 multiple choice questions (MCQs).

Additional exam guidelines

In the last session of the module we will take a practice multiple choice exam and discuss revision.

Feedback

As well as a grade, you will receive general feedback on the exam across the cohort. This feedback will be provided one month after the exam date and will be posted to Moodle.

 

Session outlines

 

Psychology: The Science of Behaviour: Lecture Summaries

 

02.10.19 Psychology as a Science Amy Harrison

 

Can Psychology be regarded as a science? In this session we will explore the Philosophy of Science, and the process of hypothesis testing. We will consider how psychologists work with data, using descriptive statistics, and correlations to summarise the pattern of their data; and the use of inferential statistics. We will look at the role of observational studies and experiments in assessing cause and effect and the importance of research ethics. The power of the scientific method is critically evaluated and alternative methodologies are considered.

 

Please read before the first session:

 

Gleitman, H., Gross, J. & Reisberg, D. (2011). Psychology: International Student Edition (8th edition). New York, London: W.W. Norton & Co. (Prologue: What Is Psychology & Chapter 1: Research Methods).

Zimbardo, P. G. (2004). Does psychology make a significant difference in our lives? American Psychologist, 59 (5), 339–351.

http://www.zimbardo.com/downloads/2004%20Psychology%20makes%20a%20significant%20difference.pdf

Sutton, J. (2014) A new game plan for psychological science. The Psychologist, 27 (4), 222-223. (in the News Section of the April edition)

 

 

 

09.10.19 Historical Issues in Psychology Amy Harrison

 

 

How did psychology originate? When did it begin? Who were the people responsible for establishing psychology as a separate science? This session describes how from the time of the Ancient Greeks to the mid-19th century, philosophers and scientists thought about the relationship between mind, body and soul. Students are introduced to important early psychologists and the main schools of psychological theory including introspection, psychoanalysis, functionalism, psychometrics, gestalt, behaviourism and humanistic psychology.

 

 

Reading:

Valentine, E. (2008) The Other Woman: the story of Nellie Carey, one of the first women members of the BPS. Part of the British Psychological Society History of Psychology

https://thepsychologist.bps.org.uk/volume-21/edition-1/looking-back

Hacking, I. (2007) Kinds of People, Moving Targets. (p1-18) This British Academy lecture investigates the ways in which people who are classified interact with their classifications.

http://nurs7009philosophyofinquiry.weebly.com/uploads/6/0/4/0/6040397/hacking_20071.pdf

 

 

16.10.19 Clinical Psychology 1 Amy Harrison

 

This session will provide a review of how mental disorder has been conceptualised and then discuss definition, assessment and diagnosis, with reference to the categories identified in the Diagnostic and Statistical Manual for Mental Disorders (DSM). One of the more common disorders, anxiety disorders, is described; as are mood disorders, such as major depression and bipolar disorder; schizophrenia and other Axis 1 and Axis 11 disorders.

Please read before the session:

 

Gleitman, H., Gross, J. & Reisberg, D. (2011). Psychology: International Student Edition (8th edition). New York, London: W.W. Norton & Co. (Chapter 16: Psychopathology).

Rosenhan, D. L. (1973). On being sane in insane places. Science, 179(4070), 250-258.

 

Recommended book for further reading:

Bentall, R. P.  Madness Explained: Psychosis and Human Nature. London, England: Penguin; 2003.

 

 

 

 

23.10.19 Clinical Psychology 2 Amy Harrison

 

The boundaries between biological and psychological aspects of contemporary treatments for mental disorders may not always be clear-cut. During this session we will consider various approaches to therapy, from psychodynamic approaches based on Freud; humanistic approaches, as exemplified by Roger’s client-centred therapy; behavioural approaches such as exposure therapy, the use of token economies; and the cognitive behavioural approaches of Ellis and Beck. Therapists may be eclectic, weaving together aspects of various approaches. We will also consider the role of biomedical treatments. These are designed to alleviate mental disorders by directly altering the brain’s functioning, with the use of a range of drugs, which can provide substantial symptom relief for many people. Methodological issues to do with difficulties in empirically evaluating treatments, such as randomised clinical trials, the placebo effect and use of meta-analysis to assess therapies are considered in more detail.

 

 

Please read before the session:

 

Gleitman, H., Gross, J. & Reisberg, D. (2011). Psychology: International Student Edition (8th edition). New York, London: W.W. Norton & Co. (Chapter 17: Treatment of Mental Disorders).

 

 

30.10.19 Essay writing skills tutorial. Academic Skills Team

   

This session which will be delivered by expert trainers from the UCL Academic Skills Team will support you to begin to develop an understanding of the skills needed to successfully produce essays at the level expected at University. You are strongly encouraged to use this support to begin to research your essay for this module over the reading week.

 

 

06.11.19 Reading week – no class

 

 

 

13.11.19 Language Liory Fern-Pollak

 

Language is fundamental to learning and development. This session will explore the basic building blocks of language as a hierarchy of units: phonemes, morphemes, words and phrases. We will consider how language conveys meaning and look at theories of word and sentence meaning.

In the session we will also explore how babies learn a language and how parents support them during the early stages of development. Other questions to explore include: how is language learned in changed environments? What is the relationship between language and thought? Does the language we speak determine the way we think?

 

Please read before the session:

 

Gleitman, H., Gross, J. & Reisberg, D. (2011). Psychology: International Student Edition (8th edition). New York, London: W.W. Norton & Co. (Chapter 10: Language).

 

Saxton, M. (2010). Child Language: Acquisition and Development. London: Sage. (Chapter 4: Input and Interaction).

 

 

 

 

 

20.11.19 Motivation Dawn Male

 

In this session we will look at different theoretical approaches to motivation – psychodynamic, behaviourist and humanistic. We will look at how motivation influences our behaviour: how it ‘starts, steers and stops it’. We will critically consider Maslow’s hierarchy of needs as a framework for examining motivation and we will discuss some of the practical applications in ‘real world’ situations.

 

Please read before the session:

 

Gleitman, H., Gross, J. & Reisberg, D. (2011). Psychology: International Student Edition (8th edition). New York, London: W.W. Norton & Co. (Chapter 12: Motivation & Emotion).

Larsen, R. J., & Buss, D. M. (2013). Personality Psychology. (5th edition). London: McGraw-Hill. [Chapter 11: Motives and personality, especially humanistic tradition: Maslow’s contribution, Roger’s contribution pp. 354-360.]

 

 

27.11.19 Learning Jane Hurry

 

What is learning? Is it a change in behaviour or understanding? We start with an overview of Learning Theory, from the simplest form of learning, habituation; classical conditioning, where animals learn about the association between one stimulus and another; to operant conditioning, where the trainer delivers a reward or reinforcement only after the animal gives the appropriate response. During this session, we will discuss the phenomenon of learned helplessness and observational learning, and the learning theory perspective will be critically evaluated.

 

 

Please read before the session:

 

Gleitman, H., Gross, J. & Reisberg, D. (2011). Psychology: International Student Edition (8th edition). New York, London: W.W. Norton & Co. (Chapter 7: Learning).

 

 

 

04.12.19 Perception: sensory processes – visual perception &

audition Liory Fern-Pollak

Perception is one of the building blocks of behaviour (along with our genes and our experience). In this session we will explore how the five senses interact with higher cognitive functions such as attention, to help us understand the world we live in. We will look at the different parts of the brain that process each sense, and also what happens when things go wrong. We will illustrate how clever our sensory system is by looking at optical and auditory illusions.

Please read before the session:

Gleitman, H., Gross, J. & Reisberg, D. (2011). Psychology: International Student Edition (8th ed.). New York, London: W.W. Norton & Co. (Chapter 5: Perception)

 

11.12.19 Revision Session and Practice Multiple Choice Test

Amy Harrison

In this session, we will work to consolidate your learning and help you to prepare for the exam which will be held in the April exam period. You will take a 40 item multiple choice during the session and you will receive feedback on this to allow you to understand where there are gaps in your knowledge.

 

Gleitman, H., Gross, J. & Reisberg, D. (2011). Psychology: International Student Edition (8th edition).

The core textbook for this module provides some useful pedagogical techniques for students to use, if they wish. The Study Space site is organized into 3 parts:

Organize

Before reading each chapter, there are:

· Chapter study plans which guide students as they work through the online materials

· Chapter outlines which give an overview of the issues each chapter explores

· Quiz+ allows students to learn from their mistakes with customized study plans based upon their answers to quiz questions.

 

Learn

These exercises help students master what they have read

· Chapter Reviews allow students to quickly review what they have read and help them identify important concepts in each chapter.

· Vocabulary Flashcards test knowledge of important terms and concepts.

· There are Drag-and Drop Labelling exercises for some of the diagrams and figures in each chapter

· Audio Podcast Chapter Overviews can be streamed online or download to portable media players for the opportunity to review chapter content on the go.

· Visual Quizzes test student’s knowledge of the figures, charts, and diagrams in the text.

Connect

Here students can apply what they have learned from the chapter and make connections between concepts they have mastered.

· Critical Thinking Activities help students solidify their knowledge of core topics from the chapter and build critical-thinking skills. They can watch interviews with researchers in brain science and cognition, and download them to a portable media player with the “Studying the Mind Video Podcasts”.

· There are online Video Exercises for each chapter introduce students to the current psychological research.

· Animations clarify and explain difficult concepts from each chapter.

· ZAPS Psychology Labs help students understand the significance of psychological research within an experimental context.

 

We hope that you enjoy this module and look forward to working with you Any queries, please do not hesitate to ask.