Define language and lexicon.

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4.1 Define language and lexicon.

 

4.2 Evaluate key features of language.

 

4.3 Describe the four levels of language structure and processing.

 

4.4 Analyze the role of language processing in cognitive psychology.

 

 

Language Processing

 

Sample format looks like this.

 

4.1 Define language and lexicon.

 

Say a few words here – really, just a few.

 

4.2 Evaluate key features of language.

 

Say a few words here – really, just a few.

 

4.3 Describe the four levels of language structure and processing.

 

Say a few words here – really, just a few.

 

4.4 Analyze the role of language processing in cognitive psychology.

 

Say a few words here – really, just a few.

 

What is the most important thing you learned during class this week?

 

Say a few words here – really, just a few.

 

What important question remains unanswered?

 

Say a few words here – really, just a few.

 

That is it -using the KISS method – for keep it simple students!

 

 

Format your paper consistent with APA guidelines.

Discussion: The Relationship Between Adult Development and Individuation

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Discussion: The Relationship Between Adult Development and Individuation

Many consider early and middle adulthood times of relatively little growth, but adults encounter a multitude of tasks and changes during these phases. For instance, the quality of relationships change, vocational choice might be solidified, formal education might be completed, parenting responsibilities might be present, and changes in physical capacities might set limits on behavior. An adult’s perceived success or failure can influence his/her sense of self and ability to accomplish tasks and navigate changes in early and middle adulthood.

In the United States, individuation is an important aspect of adulthood. Individuation refers to processes by which you become a unique individual with a distinct sense of identity. The process is sometimes identified as separation-individuation (Berger, 2016). Adulthood is the period in which roles change from that of a dependent child to a more autonomous individual with different responsibilities and commitments.

Boucher and Maslach (2009) discuss how the type of culture—individualistic or collectivistic—can influence the degree of individuation. Think about how cultural differences can influence the changes that adults face during early and middle adulthood. The influence of culture on these changes impacts individuation. Consider collectivist societies that value conformity over individuality. How does that impact an individual’s sense of uniqueness?

For this Discussion, you will examine individuation and cultural differences in individuation.

To prepare for this Discussion:

  • Read the introduction to this Discussion related to individuation.
  • Select one aspect of adulthood (identity development, vocational development, relationships, or parenting).
By Day 4

Post a description of the aspect of adulthood you selected. Then, explain individuation in terms of that aspect. Include an explanation of the challenges that might influence individuation. Be specific and provide examples from the Learning Resources. Use proper APA format and citations.

By Day 6

Respond to at least one of your colleagues’ posts and explain how individualistic and collectivistic cultures might impact individuation differently. Be specific and provide examples from the Learning Resources. Use proper APA format and citations.

Return to this Discussion in a few days to read the responses to your initial posting and answer any questions. Note what you have learned and/or any insights you have gained as a result of your colleagues’ comments.

Submission and Grading Information
Grading Criteria

To access your rubric:

Week 9 Discussion Rubric

 

Post by Day 4 and Respond by Day 6

To participate in this Discussion:

Week 9 Discussion

Psychlogy Power Point on Child Development

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Need Help with Psychlogy Power Point on Child Development

 

Students will conduct research on an area of interest from the chapters covered in the learning units.  Students are to identify, analyze and evaluate key concepts provided in the research literature.  This means online articles, encyclopedias, and other non-academic sources will not be acceptable.  Students are to explore how this area of interest applies to the military profession, their specific career field, or to their future personal and professional objectives.  The research will be compiled and presented to the class on the last two days of the course.  The presentation is expected to follow a logical flow. The presentation should be a minimum of 9 minutes and no more than 10 minutes.  Ideally, there should be 9 minutes of content and 1 minute left for questions.  Students may use video in the presentation provided any video use is not more than 20% of the total presentation time. The presentation should have a title slide, overview slide (showing what will be covered), and clear transition slides between topics, conclusion slide, question slide and reference slide.  Two references, not including the text, must be used and can be listed on

The Brain

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Write a 6-page portion of a request for proposal (RFP) in which you address the field of biopsychology and the brain.

Biopsychology, also known as behavioral neuroscience, has become a well-established multidisciplinary study that uses complicated techniques to reveal the relationship between brain functions and human behaviors.

Required Resources

The following resources are required to complete the assessment.

Capella Resources

Click the links provided to view the following resources:

  • Assessment 1 Proposal Template.

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.

Capella Multimedia

Click the links provided below to view the following multimedia pieces:

  • Brain Regions and Functions |  Transcript.
Library Resources

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

  • Andrews-Hanna, J. R., Saxe, R., & Yarkoni, T. (2014). Contributions of episodic retrieval and mentalizing to autobiographical thought: Evidence from functional neuroimaging, resting-state connectivity, and fMRI meta-analyses. NeuroImage, 91 (Supplement C), 324–335.
  • Freton, M., Lemogne, C., Bergouignan, L., Delaveau, P., Lehéricy, S., & Fossati, P. (2014). The eye of the self: Precuneus volume and visual perspective during autobiographical memory retrieval. Brain Structure and Function, 219(3), 959–968.
  • Weijer, C., Peterson, A., Webster, F., Graham, M., Cruse, D., Fernández-Espejo, D., . . . Owen, A. M. (2014). Ethics of neuroimaging after serious brain injury. BMC Medical Ethics, 15, 1–13. doi:http://dx.doi.org.library.capella.edu/10.1186/1472-6939-15-41
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.

  • Johnson, K. A., & Becker, J. A. (n.d.). The whole brain atlas. Retrieved from http://www.med.harvard.edu/aanlib/home.htm
  • Kim, J. (1989). The myth of nonreductive materialism. Proceedings and Addresses of the American Philosophical Association, 63(3), 31–47. Retrieved from http://www.jstor.org/stable/3130081
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.

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.
    • In Chapter 1, “What is Biopsychology,” the author discusses the origins of biopsychology and genetic influence on behavior.
    • In Chapter 2, “Communication Within the Nervous System,” the author explains how neurons communicate with each other.
    • Chapter 3, “The Functions of the Nervous System,” covers the major structures of the nervous system and some of their functions.
    • Chapter 4, “The Methods and Ethics of Research,” explores why biopsychology creates ethical concerns.

Assessment Instructions

You are a consultant who is interested in 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. Part 1 of the RFP includes the following three sections for respondents to address. Use the Assessment 1 Proposal Template (linked in the Resources) to prepare Part 1 of the proposal, which covers the points below. You will complete additional parts of the RPF in subsequent assessments.

I. Introduction
  • What is the origin of biopsychology? Who were some of the first theorists that you will cover in your training?
  • The brain is complicated and sometimes difficult to understand. Describe the different regions of the brain and the associated functions.
II. Scientific Approach and Rationale for Training
  • In addition to brain functions, some believe there is an aspect known as the mind. What is the mind-brain problem? Where do you fall in this debate (monist or dualist)? Explain why you are a monist or dualist.
  • What are some methods that scientist use today to study the brain? What are the benefits of these methods?
III. Application of Understanding the Brain
  • What methods of research have been used to gain the knowledge we have today of the brain?
  • What are some of the ethical concerns in connection with research in biopsychology and the brain in particular?

Do not incorporate the questions into the content of your proposal. Use the Capella library to research the material and support your answers.

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 6 pages of content, and include a references page.

The Brain Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Explain the origins of biopsychology and the first theorists of biopsychology. Does not identify the origins of biopsychology and the first theorists of biopsychology. Identifies the origins of biopsychology and the first theorists of biopsychology. Explains the origins of biopsychology and the first theorists of biopsychology. Analyzes the origins of biopsychology and the first theorists of biopsychology; includes details, theories, et cetera in the analysis.
Explain the mind-brain problem. Does not identify the mind-brain problem. Identifies the mind-brain problem. Explains the mind-brain problem. Explains the mind-brain problem; assesses one’s own position in context of this.
Describe scientific methods used by scientists to study the brain. Does not list scientific methods used by scientists to study the brain. Lists scientific methods used by scientists to study the brain. Describes scientific methods used by scientists to study the brain. Analyzes scientific methods used by scientists to study the brain.
Describe the ethical concerns connected to biopsychology research. Does not describe the ethical concerns connected to biopsychology research. Lists the ethical concerns connected to biopsychology research. Describes the ethical concerns connected to biopsychology research. Evaluates the ethical concerns connected to biopsychology research and includes research specifically discussing the brain.
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.