Advanced Psycholopathology Final Exam

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Advanced Psycholopathology Final Exam

(Advanced Psycholopathology Final Exam)

Begin Final Exam
The Final Exam consists of eight (8) Essay questions. Use the reading   assignments thoroughly in an integrative discussion of your own understanding   of the questions posed. Remember to reference all work cited or quoted   by the text author. You should be doing this often in your responses. If you use outside resources, they should support the text information, but not replace the text.
All discussions must take into account the legal and ethical   considerations, as well as issues of culture and human diversity that   may pertain to the questions below.  Legal and Ethical information   is in Chapter 16 of the course text. Cultural information is covered   throughout the course text and DSM 5. You may use alternative cultural   resources to enhance your work.
Your response to each question should be approx. 1 page per question.
Your total assignment should be 8-9 pages plus a title and reference page.
Due Week 8
1.  What is meant by the notion that mental illness is a social   construction? How does cross-cultural research suggest that   psychopathology is universal rather than a social construction?
2.  It is widely recognized that people with autism spectrum disorder   display deficits in communication and social behavior. It is perhaps   less often noted that in some areas, their abilities may surpass those   of people without autism spectrum disorder.  What is your understanding   if this theory? How do the enhanced abilities of those with autism   spectrum disorder lend credence to an evolutionary approach to   psychopathology?
3.  Phrases such as “broken hearts” and “hurt feelings” liken  emotional  pain to physical pain. To what extent is the metaphor implied  in these  phrases supported neuroscientifically?
4.  The role of trauma and the experience of unusual states of  awareness  or identity in the dissociative disorders have led  psychologists to  explore the relationship between dissociation and  post-traumatic stress,  on the one hand, and hypnosis, on the other.  Briefly summarize the  results of this research.
5.  Discuss some of the reasons why the treatment of  substance-related  and addictive disorders is especially challenging.  Addiction to  methamphetamine is particularly difficult to treat. Review  some of the  cognitive deficits seen in methamphetamine addiction and  explain how  these deficits complicate efforts to treat the addiction.
6.  Outline the neurodevelopmental hypothesis of the etiology of   schizophrenia. In what way does schizophrenia represent a paradox from   an evolutionary standpoint?
7.  Discuss the evidence for genetic and environmental contributions  to  personality disorders. Identify the specific experiences that seem  to  underlie personality disorders. Which personality disorder seems the  most genetic?
8. Highlight the beneficial effects of physical exercise not only on   preventing cognitive impairment among older adults without   neurocognitive disorders but also on reversing decline among those with   mild neurocognitive impairment.
Assignment Outcomes

Analyze the physical, cognitive, social and personality aspects of abnormal psychology and implications across the life span

Examine the major diagnostic domains and specific criteria associated with DSM-5 disorders.

Evaluate legal and ethical issues in mental health treatment

Develop an awareness of diversity and cross-cultural perspectives in abnormal psychology.

Explore available treatment and interdisciplinary services for community members experiencing mental health disorders.

Identify the barriers associated with seeking and receiving therapeutic services.

 
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Experimental Design Worksheet

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Experimental Design Worksheet

(Experimental Design Worksheet)

Fill in the Blank

Using the terms listed below, complete the following:

  1. ___________ group receives treatment in an experimental design.
  2. ___________ group does not receive treatment in an experimental design.
  3. A ___________ design has many observations on a single case or a few subjects.
  4. When subjects are not randomly assigned and not all variables are under the control of the presenter, this is referred to as ______________ design.
  5. When all subjects receive all levels of the independent variable, this is referred to as ____________ design.
  6. When separate groups of subjects receive different levels of the independent variable, this is referred to as _____________ design.
  7. When the researcher measures a behavior that needs to be changed, applies therapy and measures the behavior again, and then removes the treatment and measures the behavior again, this is referred to as ______________ design.
  8. When the researcher measures a behavior that needs to be changed and then applies therapy and measures the behavior again, this is referred to as _____________ design.
  9. When the criterion outcome changes over time this is referred to as _______________ design.
  10. When measuring several behaviors or several people with baseline periods of varying lengths and an independent variable occurs, this is referred to as a ______________ design.

 

A. Multiple Baseline                    B. Small n                                      C. AB

D. Control                                     E. Experimental                            F. ABA

G. Between Subject                     H. Quasi-Experimental                I. Changing Criterion

J. Within Subject

Matching

Read the following scenarios and match each scenario with the correct type of experimental design.

  1. _____ To study verbal commands in canines, during week 1 the baseline is recorded for how many times a dog chased a cat.  During week 2, dog was verbally scolded (treatment) when the dog chased the cat, and the chasing behavior was recorded.  During week 3, the chasing behavior was recorded without the verbal scolding (treatment).
  2. _____ Two classes of children are studied regarding the effects of a new teaching method in science.  One group received the new method of instruction, while the other group uses the standard, traditional method of instruction. Both classes are measures for achievement before and after the teaching methods.
  3. _____ All subjects perform at all levels of the independent variable.  Subjects diagnosed as having attention deficit disorder were each tested on a concentration task after receiving medication. All subjects were tested four times, once after receiving one of the four doses. Each subject was tested under eachof the four levels of the independent variable-dose of medication.
  4. _____ Divide your subjects in half.  One group receives one treatment of the independent variable and the other group receives a different treatment of the independent variable. Subjects were all told they were going to see a video of a therapist’s session after which they would rate the quality of the session. The groups differed in that the subjects in one group were told that prior evaluations indicated that the therapist was effective whereas subjects in the other group were told that the evaluations indicated the therapist was not effective. These different subjects were used for the two levels of the independent variable: subjects were in either the “effective therapist” or the “ineffective therapist” condition.
  5. _____ A small group is measured for the amount of anxiety they experience in math class (baseline).  They are taught a relaxation method and measured again to measure anxiety in math class.

A. Between-Subjects Design                     B. AB Design                                 C. Quasi-Experimental Design

D. ABA Design                                             E. Within-Subjects Design

 
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Debate on Child Research Consent

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Debate on Child Research Consent

(Debate on Child Research Consent)

Response To Peer Discussion Question

Children as Research Subjects 

John Lantos summarizes the views of three specific researchers regarding the subject of child involvement in clinical research and the level of consent required to participate. Lantos describes that Beecher, a well-respected researcher in the 1960’s and 70’s, was torn on the idea of experimental trials involving minors. Beecher agreed that if the trial was to benefit the patient (even if they were a minor) and had minimal risk involved, that minors should be included in the subject population “as long as informed consent is obtained from the minor’s parents or guardian” (Lantos, p. 96). It was this debate, and many more regarding the conduct of clinical research, that brought about the rules and regulations we have today guiding our experiments and studies. Beecher did not believe in the multitude of codes set forth to dictate how research was conducted, including the strict guidelines on informed consent. He believed that informed consent was never truly accurate, as there are always unforeseeable risks and “no two situations are alike”. He also believed that research should be reviewed by a panel of individuals for ethicality, but these panels should consist of the researchers themselves. Beecher believed we should be able to trust the physicians to conduct trials at the highest standard by using “their own consciences and their experiences as their guide” (Lantos, p. 97). Lantos highlights the Willowbrook State school study over hepatitis as a prime example for children involved in research. he notes that Beecher disapproved of this trial because although consent was received from the parents, it is likely that these parents did not fully understand the risks involved and if they had, the study would probably not have been conducted as the parents wouldn’t have agreed to participate. Regarding child participation, Lantos brings to light the differing opinions of two other researchers, Ramsey and McCormick. Ramsey argued that even if consent is given, children should never be the subjects of clinical research, unless that research is guaranteed to benefit the child. McCormick argues the opposite side, stating that research in minors may be required if we want to make advances in medical treatment for minors. McCormick concedes that consent must be obtained from the parent or guardian, but does not believe that research cannot be done with children at all, as that poses a risk to our advancing medical knowledge which could lead to more harm than good for children (Lantos, p 99). Beecher posits that although consent may never cover all possible risks, as there are always unknowns when it comes to experimental treatment, it still must be required to conduct research on children. However, Beecher never assumed that there would be such strict guidelines regarding what must be involved in consent and how strictly the researcher would be watched when conducting his research (Lantos, 101-102).

(Debate on Child Research Consent)

In another article on research involving children as subjects, Ariella Binik notes that one of the biggest ethical questions on this topic is the issue of informed consent (Binik, p. 27). Depending on the age of the minor involved in research, they may not be able to provide consent for themselves at all (i.e., aren’t able to speak yet), and if they are of talking age, most do not have the capacity to fully understand the research being explained to them within the consent form, and therefore cannot provide true consent to participating. Another problem lies in the type of research conducted, and as stated in Binik and Lantos’ articles, Ramsey argued that non-therapeutic research, or research that will not give results that directly benefit the patient, involving children is absolutely unacceptable. Binik explores the idea of “benefit arguments” when justifying children as research participants (Binik, p. 28). Benefit arguments explain that research risks are justified by the benefits they can provide to the patient. This is true when it relates to direct benefits. However, when using these arguments to justify non-therapeutic research, the proponents argue that the benefits can be broader, non-direct, and sometimes not even medical, to justify the research risks (Binik, p. 30). Do these arguments truly discredit the idea that children cannot truly consent to participating in research? could these arguments go so far as to prove that informed consent for research involving children is not required? This is a scary thought. We cannot justify research and the risks it poses by coming up with intangible and unproven possible benefits.

I agree with McCormick on the subject of children in research. how can we expect to further our knowledge of pediatric diseases and treatments if we do not study the population that they effect? I also agree that consent absolutely must be obtained and all known risks must be outlined prior to completing this research. It is clearly better to make subjects and their parents fully aware of what could possibly happen (even if it is not fully inclusive) then to not give them any information at all. As stated in his article, Lantos points out that Beecher “did not conclude from this that consent should not be sought. Instead, he thought of consents as an unattainable goal toward which we should nevertheless strive” (p 103). Much of the article also discusses the fact that there are such strict regulations guiding research conduct, where instead, we could just trust physicians to run clinical trials on their own and believe that they will lead us down the best path for our health. I strongly disagree with this. Not only has history proven this theory wrong, we also cannot blindly follow our clinician’s advice and assume they know best. Although they may be more trained and educated, without regulation, they may no longer have the patient best interest at heart. To agree with everything our doctor tells us and not have the right or capacity to disagree can lead to dangerous results. Beecher argued that when receiving treatment outside of clinical research, we “trust clinicians themselves to make the decisions about what therapies are appropriate…”, but when the word research is included, a panel of third party members must decide what is appropriate and fair to the subject (Lantos, p 103-104). The biggest part of this statement that stands out to me is that he is referencing non-experimental treatment when arguing that we trust the physician. We of course trust the physician completely when they are deciding a regular course of treatment that has been proven to work. However, when the treatment is experimental, there can be no harm in having a board of peers review the research to ensure that the patient is getting the respect they deserve. The rules and codes for research and consent forms is not showing distrust in the physician or his opinions and advice, but is instead giving the patient a voice in the situation and ensuring that basic human rights are present.

Binik, A. (2018). Does benefit justify research with children?. Bioethics, 32(1), 27-35. doi:10.1111/bioe.12385

LANTOS, J. (2016). HENRY K. BEECHER AND THE OVERSIGHT OF RESEARCH IN CHILDREN. Perspectives In Biology & Medicine, 59(1), 95-106.

 
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Infant Development Concepts Exam

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Infant Development Concepts Exam

(Infant Development Concepts Exam)

Ashworth College PSYCHOLOGY S0v4 Exam 3

Question

Question 1 of 20 5.0/ 5.0 Points

What is a specific, but limited, time usually early in an organism’s life, during which the organism is particularly susceptible to environmental influences relating to some particular facet of development?

A. Latent period

B. Sensitive period

C. Critical period

D. Plasticity period

Question 2 of 20 5.0/ 5.0 Points

Which of the following is NOT an explanation as to why a newborn’s body lacks easy mobility?

A. The baby’s head is disproportionately larger than its body.

B. Babies cannot get enough nourishment to increase their strength.

C. The baby’s limbs are relatively short in relation to the rest of the body.

D. Babies’ bodies are mostly fat, not muscle, so they lack the strength to pick their head up.

Question 3 of 20 5.0/ 5.0 Points

What was the argument presented for advocates of bottle-feeding?

A. Bottle-feeding had more nutrients.

B. Parents could keep track of the amount of milk the baby was receiving.

C. Bottle-feeding offered significant emotional advantages.

D. Bottle-fed babies were more responsive to their mothers.

Question 4 of 20 5.0/ 5.0 Points

(Infant Development Concepts Exam)

At what age does the American Academy of Pediatrics and the American Academy of Family Physicians suggest that babies can start eating solid food?

A. 6 months

B. 8 months

C. 10 months

D. 12 months

Question 5 of 20 5.0/ 5.0 Points

Which principle states that development proceeds from the center of the body outward?

A. Cephalocaudal

B. Independence of systems

C. Proximodistal

D. Hierarchical integration

Question 6 of 20 5.0/ 5.0 Points

What is the term for the reflex that scientists feel represents a leftover response that humans inherited from their nonhuman ancestors?

A. Babinski

B. Rooting

C. Swimming

D. Moro

Question 7 of 20 5.0/ 5.0 Points

Due to malnutrition, a child’s stomach, limbs, and face may swell with water so that the child actually appears chubby, but in fact the child is suffering from:

A. nonorganic failure to thrive.

B. rickets.

C. marasmus.

D. kwashiorkor.

Question 8 of 20 5.0/ 5.0 Points

Babies are typically able to crawl between __________ months of age.

A. 6 and 10

B. 5 and 8

C. 10 and 12

D. 8 and 10

Question 9 of 20 5.0/ 5.0 Points

Breast feeding an infant for the first 12 months of life is the preferred method by child-care experts for all of the reasons below EXCEPT breast milk:

A. contains all the nutrients necessary for growth.

B. offers some immunity to childhood diseases.

C. is cheaper than store-bought formula.

D. is more easily digested than cow’s milk or formula.

Question 10 of 20 5.0/ 5.0 Points

(Infant Development Concepts Exam)

What is the term for the degree of awareness an infant displays to both internal and external stimulation?

A. Rhythm

B. Attention

C. Sensitive period

D. State

Question 11 of 20 5.0/ 5.0 Points

If you examine the different growth patterns of a child’s body size, nervous system, and sexual characteristics, you would apply which principle?

A. Principle of the independence of systems

B. Cephalocaudal principle

C. Principle of hierarchical integration

D. Proximodistal principle

Question 12 of 20 5.0/ 5.0 Points

SIDS strikes about __________ infants in the U.S. each year.

A. 2500

B. 10,000

C. 100,000

D. 1,000,000

Question 13 of 20 5.0/ 5.0 Points

Synaptic pruning means unused:

A. myelin is being removed in the brain.

B. dendrites are being removed in the brain.

C. axons are being removed in the brain.

D. synapses are being removed in the brain.

Question 14 of 20 5.0/ 5.0 Points

What is the term for the ability to detect sound and pinpoint the direction from which it is emanating?

A. Discrimination

B. Sound distinction

C. Sound travel

D. Sound localization

Question 15 of 20 5.0/ 5.0 Points

(Infant Development Concepts Exam)

By the age of __________ months, babies can move themselves in different directions.

A. 4

B. 6

C. 9

D. 12

Question 16 of 20 5.0/ 5.0 Points

At approximately what age is a baby able to prominently open its hand and grasp a rattle?

A. at birth

B. 3 months

C. 6 months

D. 10 months

Question 17 of 20 5.0/ 5.0 Points

The developmental researcher(s) who conducted the classic study regarding the “visual cliff” was/were:

A. Pavlov.

B. Skinner.

C. Bandura.

D. Gibson & Walk.

Question 18 of 20 5.0/ 5.0 Points

The “visual cliff” study indicates that most infants in the age range of __________ months cannot be coaxed to cross the “cliff.”

A. 6 to 14

B. 5 to 12

C. 12 to 14

D. 8 to 14

Question 19 of 20 5.0/ 5.0 Points

What is the fatty substance that helps insulate neurons and speeds the transmission of nerve impulses?

A. Dendrites

B. Axons

C. Myelin

D. Synapse

Question 20 of 20 5.0/ 5.0 Points

What principle means that we would likely develop visual abilities (located in the head) well before we master the ability to walk (closer to the end of the body)?

A. Independence of systems

B. Hierarchical integration

C. Cephalocaudal

D. Proximodistal

 
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Integrative Literature Review.

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Integrative Literature Review.

(Integrative Literature Review.)

The primary goal of this literature review is to integrate concepts from four different content domains within the larger field of psychology. The four content domains should be chosen from previous coursework in this program. In this paper, students will review the findings in the individual empirical articles, organize the research in a meaningful way, evaluate the reliability, validity, and generalizability of the research findings, and present an integrated synthesis of the research that sheds new light on the topics within and across the four domains.

The result of a successful integrative literature review may be a significant contribution to a particular body of knowledge and, consequently, to research and practice. Therefore, before writing this literature review, substantive new research must be conducted via the Internet and within the Ashford University Library for each of the four chosen domains. A minimum of six sources must be included for each of the four domains. Although content from literature reviews completed in prior courses within this program may be included, it may not constitute the total research for the individual domains addressed within this assignment. No more than four sources from previous literature reviews completed in this program may be utilized for this integrative review.  The headings listed below must be used within the paper to delineate the sections of content.

These sections include the following: a clear introduction that provides a general review and organizes the research in a meaningful way; a discussion in which the evidence is presented through analysis, critique, and synthesis; and a conclusion in which the discussion is drawn together in a meaningful way, the claims of the introduction are brought to a logical closure, and new research is proposed.  Introduction

•Provide a conceptual framework for the review.

•Describe how the review will be organized. The questions below may be used to guide this section.

◦What are the guiding theories within the domains?

◦How are the domains connected?

◦Are there competing points of view across the domains?

◦Why is the integration of these domains important?

◦What is the history of these domains?

◦What are the related theories or findings?

•Describe how the literature was identified, analyzed, and synthesized.

•How and why was the literature chosen?

•What is your claim or thesis statement?  Discussion

•Provide the analysis, critique, and synthesis for the review.  Analysis

•Examine the main ideas and relationships presented in the literature across the four domains.

•Integrate concepts from the four different content domains within the larger field of psychology.

•What claim(s) can be made in the introduction?

•What evidence supports the claim(s) made in the introduction?  Critique

•Evaluate the reliability, validity, and generalizability of the chosen research findings.

•How well does the literature represent the issues across the four domains?

•Identify the strengths and the key contributions of the literature.

•What, if any, deficiencies exist within the literature?

•Have the authors omitted any key points and/or arguments?

•What, if any, inaccuracies have been identified in the literature?

•What evidence runs contrary to the claims proposed in the introduction, and how might these be reconciled with the claims presented?

•Explain how the APA’s Ethical Principles of Psychologists and Code of Conduct might influence the reliability and/or generalizability of the chosen findings.

•Did the ethical issues influence the outcomes of the research?

•Were ethical considerations different across the domains?  Synthesis

•Integrate existing ideas with new ideas to create new knowledge and new perspectives.

•Describe the research that has previously been done across these domains, as well as any controversies or alternate opinions that currently exist.

•Relate the evidence presented to the major conclusions being made.

•Construct clear and concise arguments using evidence-based psychological concepts and theories to posit new relationships and perspectives on the topics within the domains.  Conclusion •Provide a conclusion and present potential future considerations.

•State your final conclusion(s).

•Synthesize the findings described in the discussion into a succinct summary.

•What questions remain?

•What are the possible implications of your argument for existing theories and for everyday life?

•Are there novel theories and/or testable hypothesizes for future research?

•What do the overarching implications of the studies show?

•Where should the research go from this point to further the understanding of these domains and the greater study of psychology?

The Integrative Literature Review

•Must be 20 to 30 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center. (Links to an external site.)Links to an external site.

•Must include a separate title page with the following:

◦Title of paper

◦Student’s name

◦Course name and number

◦Instructor’s name

◦Date submitted

•Must begin with an introductory paragraph that has a succinct thesis statement.

•Must address the topic of the paper with critical thought.

•Must end with a conclusion that reaffirms your thesis.

•Must use at least 24 peer-reviewed sources, including a minimum of 20 from the Ashford University Library.

•Must document all sources in APA style as outlined in the Ashford Writing Center.

•Must include a separate reference list that is formatted according to APA style as outlined in the Ashford Writing Center.

 
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Clean Air Act Impact

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Clean Air Act Impact

(Clean Air Act Impact)

Clean Air Act

Question description

The opening paragraph should provide a description of what the paper will cover. An overview of the model should have been provided first

No plagiarism, check grammar. Use in-text citation. I have provided all the material you would need to complete this request. This is an academic paper. I have attached the references. Please use in-text citations.

Make sure the ending is strong and powerful.

This should be the focus of the capstone paper- depletion can be significantly decreased by the reduction of the release of air pollutants in the atmosphere. This will also include lowering of the overall energy consumed during various activities, reduced respiratory diseases as well as reversal of ozone layer depletion.

The Capstone Paper should demonstrate understanding of the reading as well as the implications of new knowledge. The fifteen page paper should integrate readings, class discussions, field research, and literature review into proposed solution. It may include explanation and examples from previous experiences as well as implications for future applications. The purpose of the Capstone Paper is for you to culminate the learning achieved in the course by describing your understanding and application of knowledge in the field of social science.

The capstone paper should focus on a topic selected in consultation with the course instructor, which was done in Week Three. In this project, you will examine a specific political or social issue. Topics may include general issues such as poverty, crime, homelessness, economic development, homeland security, corporate social responsibility, ecological/environmental projects, etc. or a specific issue in your city, community, local, state, or federal governmental, etc. You will:

  • Develop a public policy to address the issue. Or you may propose a change or update to an existing public policy.
  • In all cases, the focus should be on in the development of a public policy, to include utilizing all aspects of the public policy lifecycle.
  • Consider use of field assessments, literature searches, personal knowledge/experience, and community records to source content.
 
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Positive Purposes Of Arguments

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The Positive Purposes of Arguments

(Positive Purposes Of Arguments)

 

At their core, arguments encourage critical thinking and problem-solving. When individuals engage in arguments, they challenge their own beliefs and consider alternative perspectives, leading to a deeper understanding of complex issues.

Arguments also drive innovation and progress. By questioning the status quo and debating new ideas, societies can evolve and adapt. This dynamic exchange of viewpoints often results in more refined, effective solutions and policies.

Furthermore, arguments enhance communication skills. Constructive disagreements require individuals to articulate their thoughts clearly and listen actively to others. This practice improves overall interpersonal communication and helps build empathy and mutual respect.

In educational settings, arguments stimulate intellectual curiosity and academic development. Students learn to support their claims with evidence, fostering a culture of inquiry and evidence-based reasoning.

On a personal level, arguments can strengthen relationships. When handled respectfully, disagreements can help individuals understand each other’s values and boundaries better, leading to stronger, more resilient connections.

In preparing for this discussion, you took part in an interactive scenario called “The Graduate.” In the scenario, you got to experience different people presenting different arguments (some of which you may not have liked). We have learned a lot in this course about the meaning of an argument and what constitutes a good argument. This discussion allows us to discuss more positive things that we can learn from “arguing” in the right way.

 

Prepare: To prepare for this discussion, watch the following video from Daniel H. Cohen [Link here to http://www.ted.com/talks/daniel_h_cohen_for_argument_s_sake.html] and review section 9.4 of Chapter 9 called “Confronting Disagreement by Seeking Truth.”  Take a look as well at the required resources from this week and make sure that you have completed “The Graduate” interactive scenario.

 

Reflect: Think about experiences you have had that involved conflicts with others. What was the genesis of the conflict? Would it have been possible for the exchange to be more productive? Think about why disagreements often lead to fights rather than opportunities to learn from each other.

 

Write: Answer the following questions: What is an area of life in which you have experienced people treating arguments as a kind of war? What were the consequences of that approach? What is an area of life in which you have experienced people treating arguments as a kind of performance? Was that approach effective? Why is it better to treat arguments as a venue for learning? What traits of character does it require to be able to live according to that approach? What benefits can it have in our lives to take that approach? (please give a specific example)

 
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Nonparametric Statistics & Correlation

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Nonparametric Statistics & Correlation

(Nonparametric Statistics & Correlation)

Assessment Instructions

Answer the questions below, following the Submission Requirements as specified at the end of the assessment.

Assessment Concepts
Question Concept
Question 1 SPSS: One-Variable Chi Square
Question 2 SPSS: One-Variable Chi Square
Question 3 Chi-Square as a Test of Independence
Question 4 SPSS: Two-Variable Chi-Square
Question 5 Measures of Effect Size
Question 6 Power and the Factors Affecting It
Question 7 Power and the Factors Affecting It
Question 8 Correlational Studies
Question 9 Correlation: Relationship Direction
Question 10 SPSS: Scatterplot
Question 11 SPSS: Pearson r
Question 12 SPSS: Pearson r

Question 1(Nonparametric Statistics & Correlation)

Complete the following steps:

  1. Open the SPSS file assessment5a.sav linked in the Resources under the Required Resources heading.
  2. At the top of the screen, click on Data, then select Weight Cases.
  3. Click on Weight Cases By, click on Count, then click on the arrow next to Frequency Variable to send it over to the Test Variable box.
  4. On the toolbar, click Analyze, then Nonparametric Tests, then Legacy Dialogs, the Chi Square.
  5. Click on Favorite Color, then click on the arrow to send to the Test Variable List window.
  6. Under Expected Values, select Value, then enter the following four values in order: 43, 58, 253, 414.
  7. Click OK and copy and paste the output to your Word document.

Question 2

There are 218 first graders in an elementary school. Of these first graders, 86 are boys, and 132 are girls. School-wide, there are 753 boys and 1063 girls. The principal would like to know if the gender ratio in first grade reflects the gender ratio across the school.

Complete the following:

  1. Identify the null hypothesis.
  2. What are the degrees of freedom (df)?
  3. Complete the table (complete in SPSS and paste the output into your Word document):
    Question 2
    Men Women
    Number Observed Number Expected Number Observed Number Expected
  4. Calculate χ² in SPSS and paste the output into your Word document.
  5. Can you reject the null hypothesis at α = .05?

Question 3

You recently read a magazine article stating that professionals who attended college online tend to earn higher salaries than professionals who attended brick-and-mortar universities. Identify this study’s two variables.

Question 4(Nonparametric Statistics & Correlation)

Complete the following steps:

  1. Open the SPSS file assessment5b.sav linked in the Resources under the Required Resources heading.
  2. At the top of the screen, click on Data, then select Weight Cases.
  3. Click on Weight Cases By, click on Count, then click on the arrow next to Frequency Variable to send it over to the Test Variable box.
  4. On the toolbar, click Analyze, then Descriptive Statistics, then Crosstabs.
  5. Click on Team Placement, then click on the arrow to send to the Rows window.
  6. Click on Gender, then click on the arrow to send to the Columns window.
  7. Click on the Statistics button, then check the box for Chi-Square. Click Continue.
  8. Click on the Cells button, then check the box for Expected. Click Continue.
  9. Click OK, and copy and paste the output to your Word document.
  10. Highlight the chi-square and significance values in the output. Write the chi-square results as you might see them in a journal.

Question 5

Group A (n = 12) has a mean score of 7.42. Group B (n = 12) has a mean score of 6.00. Standard deviation for scores across all participants is 1.369. Group A’s mean is significantly higher than Group B’s mean ( t = 2.84, α < .01).

  1. Calculate effect size using Cohen’s d and effect size r.
  2. Based on the effect size, it there a practical difference between Groups A and B?

Question 6

Assume Cohen’s d to be approximately .40. If conducting an independent samples t test (two-tail, α= .05), how many participants will you need in each group to achieve 90 percent (.90) power?

Question 7

Assume effect size η to be approximately .29. If conducting a one-way ANOVA (three groups, α = .05), how many participants will you need in each group to achieve 80 percent (.80) power.

Question 8

Which of the following scenarios might be analyzed using a correlation?

  • The effectiveness of training A versus training B in raising skill level.
  • Minutes spent exercising per week and physical fitness level.
  • Income level and the number of visits to a financial planner.
  • Beer brand preference among college students.

Question 9

Indicate if you expect the relationship between the following variables to be negative (-), positive (+), or zero (0):

  • Size of yard and size of landscaping bill.
  • Years of education and income level.
  • Hours of TV watched per week and physical fitness level.
  • Number of siblings and number of pets.
  • Hours spent studying and exam scores.

Question 10

Complete the following steps:

  1. Open the SPSS file assessment5c.sav linked in the Resources under the Required Resources heading.
  2. At the top of the screen, click on Graphs, then select Legacy Dialogs, then Scatter/Dot.
  3. Click on Simple Scatter, and select Define.
  4. Click on Exam 1 (X), then click on the arrow next to X Axis to send it over to the X Axis box.
  5. Click on Exam 2 (Y), then click on the arrow next to Y Axis to send it over to the Y Axis box.
  6. Click OK, then copy and paste the scatterplot output to your Word document.

Question 11

Complete the following:

  1. Open the SPSS file assessment5c.sav.
  2. At the top of the screen, click on Analyze, then select Correlation, then Bivariate.
  3. Click on Exam 1 (X), then click on the arrow to send it over to the Variables box.
  4. Click on Exam 2 (Y), then click on the arrow to send it over to the Variables box.
  5. Click OK, then copy and paste the correlation output to your Word document.

Question 12

Complete the following steps after opening the SPSS file assessment5d.sav linked in the Resources under the Required Resources heading:

  1. Create a scatterplot. Copy and paste the scatterplot output to your Word document.
  2. Based on the scatterplot, what is the expected strength and direction of the correlation?
  3. Identify the null hypothesis.
  4. Calculate Pearson r. Copy and paste the correlation output to your Word document.
  5. Based on the correlation output (two-tailed test), can the null hypothesis be rejected? If the null can be rejected, how confident can you be that the results are not due to chance?
  6. Report the results as you might see them in a journal.

Submission Requirements

  • Submit all answers in one Word document (do not submit multiple files).
  • Show your work for questions that require calculations.
  • Ensure your answer to each problem is clearly visible (you may want to highlight your answer, or use a different font color, to set it apart).
 
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Designing Effective Training Proposals

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Designing Effective Training Proposals

(Designing Effective Training Proposals)

Master Tutor2011

Assignment

eparation is key to any good research paper and presentation. Next week, you will be creating your Final Paper and Presentation. It is important to begin gathering your information and sources to fulfill this project successfully. For your Final Paper, you will be designing a training module proposal (not a full training module). The title of this training module is “The Importance of Understanding Your Learners’ Needs”. Essentially, you will be proposing the information you would include for assisting managers gain knowledge in how to meet the learning needs of their departmental employees.

bonesBased on your developed knowledge about learning theory, this week you will be developing the “bones” for your final paper/presentation. Thus, you are organizing the information you will apply and fully develop  next week, as well as, confirm your understanding of each area of content to be included.

Required elements:

  1. Explain Behaviorism, Cognitivism, Constructivism, and Humanism as applied to learning.
  2. List and briefly (two or three sentences) describe seven perspectives/principles that you have learned about that you think would be important to teach managers so they can better understand their employees’ learning needs. These perspectives (principles) will be aligned with Behaviorism, Cognitivism, Constructivism, or Humanism.

Examples include:

  • From Behaviorism (associationistic models of learning)
    • Associative Learning , Classical Conditioning , Operant Conditioning, Conditioning, Extinction, and Ratio/Interval Schedules
  • From Cognition (the cognitive science of information processing representations of learning).
    • Schema Theory, dialectical processing, Problem-Based Learning, memory development, categorization, Elaboration theory (i.e. Bloom’s Taxonomy), spiral curriculum, memory development, and coding.
  • From Constructivism (conceptions of knowledge are derived from the process of constructing individual interpretations of one’s experiences)
    • Cognitive Constructivism, Social Constructivism, Situated Cognition, Social Learning Theory, Zone of Proximal Development, and Discovery Learning
  • From Humanism
    • Motivational theories of learning (i.e. Self-determination Theory, Maslow’s hierarchy of Needs), Emotional Intelligence development, Multiple Intelligences, Experiential Learning , and Steiner pedagogy or Waldorf education.
  1. List and briefly explain seven strategies that could be applied in training based on the areas we have learned about the past weeks that you think would be the most successful based on the learning group.
  2. Explain how each strategy would help ensure learning is taking place.

Examples include:

  • From Behaviorism (associationistic models of learning)
    • Rewards and Punishments
  • From Cognition (the cognitive science of information processing representations of learning)
    • Practice, scaffolding of the content, repetition of curriculum/content, and application of Bloom’s Taxonomy
  • From Constructivism (conceptions of knowledge are derived from the process of constructing individual interpretations of one’s experiences)
    • Scaffolding by the instructor, interactive learning as seen in role-playing, discussions, and  discovery activities
  • From Humanism
    • Meeting individual needs, activities that encourage belonging, autonomy, and competence, metacognitive activities,  and alignment of learning to personal experiences.
  1. Apply your research skills to this content by synthesizing supporting evidence from at least three scholarly sources from the Ashford University Library that defend these strategies as the best options for your training. View this great tutorial provided by the Ashford University Library which will show you how to find scholarly articles and how to assess the scholarly quality of the resource.

Additional Requirements:(Designing Effective Training Proposals)

  1. Must be two to three double-spaced pages in length (excluding title page and references) and formatted according to APA style as outlined in the Ashford Writing Center.
  2. The title page must include the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  3. Must begin with an introductory paragraph that introduces what you will be outlining in your paper.
  4. Must end with a conclusion that reaffirms the learning perspectives/principles and strategies you chose.
  5. Must use at least three scholarly sources, all of which must come from the Ashford University Library.
  6. Must document all sources in APA style as outlined in the Ashford Writing Center.
  7. Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.

Final Paper(Designing Effective Training Proposals)

For this assignment you will be stepping into the role of “expert”. You are one, of many, training specialists in your company and have been asked to submit a proposal for a training module for managers on how to meet the learning needs of their departmental employees.

The title of your proposed training will be “The Importance of Understanding Your Employees’/Learners’ Needs” and it will include two parts: the written portion and the “pitch”, which will be submitted as a screencast presentation that includes audio and visuals.

Part One:  The Written Assignment

For the written portion of your final assignment, you will research and critically explain five topics (areas of content) in learning that you think would be important to teach others. These components will be aligned with the course content and the following Learning Theories:

  • Behaviorism – repetition, reinforcement (feedback), association, and classical and operant conditioning
  • Cognitivism – assimilation, accommodation, the information processing model, and intellectual stimulation
  • Constructivism – scaffolding, metacognition, problem-solving and inquiry-based learning
  • Humanism – holism, personal agency, individualization, and motivation

The five learning perspectives/principles you decide to focus on is up to you. In week four you submitted seven ideas to your instructor. Be sure to read this feedback to accurately choose the five you will use in the final.

The second requirement of the written assignment includes explaining five strategies that you would use if you were to teach/train the assigned managers. For example, you may want to use scaffolding or the use of rewards. Fully explain why you will use each of the strategies you choose and how they support the assigned employee group. In week four you submitted seven ideas. Be sure to look at your instructor feedback and choose the strategies that you feel would be the most important.

Required content elements of the written assignment:

  1. Must begin with an introduction paragraph that includes an overall summary of the purpose of the assignment.
  2. Five areas of learning psychology content must be explained fully and clearly demonstrate your understanding of the included content and its importance in understanding learners’ needs. As you explain your learning perspectives/principles, critically and elaborately justify why you have chosen them based on your learner group.
  3. Five strategies, for which you would use to successfully train the learner group, must be fully developed, including the rationales for how these strategies might be used, based on critical thought. Discussion of the specific needs these managers may have to fully benefit from your training module should also be included.
  4. A conclusion paragraph or section that fully summarizes the information within the paper and also includes the time frame that you predict it will take to complete the training (i.e. two weeks, one year, etc.) Substantiate this time frame with creative and critical thoughts about how your learners will best retain the information you want to teach them.
  5. Apply basic research methods and gather resources that will support your content.

Required technical elements of your written assignment:(Designing Effective Training Proposals)

  • Must be five to six double-spaced pages in length, excluding title page and references, and formatted according to APA style as outlined in the Ashford Writing Center.
  • Must include a title page with the following:
    • Title of presentation
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
    • URL link to your screencast
  • Must use at least four scholarly sources 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 be submitted to the Grammarly tool within the course prior to submission.
 
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Neuropsychological Disorder

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Biopsychological Analysis of a Neuropsychological Disorder
Neuropsychological Disorder

(Neuropsychological Disorder)

In your Final Project, you will synthesize an overview of the major theories relating to the pathology of a disorder as well as provide a detailed discussion of the etiology (causes) and clinical interventions, using research to support your analysis. Your topic will be the neuropsychological disorder that was selected and approved by the instructor in your Week One assignment, and for which you provided an outline in the Week Two assignment.

In keeping with the focus of this class, the emphasis of your paper will be on the neuroscience aspects of the disorder, to include:

  • Theories of etiology (causes)
  • Associated factors in development of the disorder (genetic, environmental, familial, lifestyle)
  • Pathology (abnormalities of physical structure and function, including genetic and biochemical aspects)
  • Treatment options (pharmacologic and nonpharmacologic, with rationales for use based on current understanding of the disorder)
  • Diagnostic and research technologies employed in clinical diagnosis, care, and basic science research

Your research will include a minimum of six to eight peer-reviewed sources, which provide evidence-based information regarding the biological and psychological features of the disorder and were published within the last five years. At least four of your references should be peer-reviewed publications of original research studies. To justify your assertions, provide in-text citations for all factual statements taken from your research, with corresponding references drawn from scholarly sources. All citations and sources are to be documented according to APA style, as outlined in the Ashford Writing Center, and should support and enhance your analysis of the selected disorder. Sources may include review articles, original research articles, information from government agencies (e.g., National Institutes of Health, Centers for Disease Control, Food and Drug Administration, Drug Enforcement Administration) or professional societies (e.g., professional society position papers or clinical practice guidelines).

Final Project- Components

Section I: Introduction(Neuropsychological Disorder)

This section should provide a general introduction to the topic as well as an overview of the background and history of the disorder. Further, it should provide a succinct thesis statement of the purpose and overall direction of the paper. For instance, if your paper will have a large focus on the role of particular neurotransmitters in the etiology of the disorder as a rationale for treatment options, you should indicate this in the introduction. Finally, this section should provide demographic data that indicates the prevalence of the disorder in both general and specific populations.

Specific required components of the Introduction:

  1. Succinct thesis statement (one or more sentences detailing the focus of your Final Project and informing the reader about your topic and the scope of your paper)
  2. Define the type of disorder
    1. Neurological
    2. Psychological
    3. Neuropsychological
  3. Diagnostic criteria
    1. What components must be present for the disorder to be diagnosed?
    2. Include physical and psychological signs and symptoms.
  4. Reason(s) why you chose this topic
    1. Personal experience
    2. Professional experience
    3. Other reason
  5. Epidemiology
    1. Who is affected?
    2. Are they young/old?
    3. Male/female
    4. Rural/urban
    5. Ethnicities

Section II: Discussion

This section should make up the majority of the Final Project in terms of size. Here, you will expand upon the main aspects of the disorder and provide details relating to the disorder and its management. This section should provide specific and detailed information (Reminder: All statements of fact require an in-text citation). Cited/referenced sources should be used to support your analysis of the components of the discussion.

Specific required components of the Discussion section:

  1. Detailed description of the disorder
    1. Signs and symptoms
    2. Epidemiology
    3. Any subtypes of the disorder
  2. Detailed description of the natural history of the disorder
    1. How the disorder develops over time with treatment
    2. How the disorder develops over time without treatment
  3. Methods used to diagnose, evaluate, and manage the disorder
    1. Initial diagnosis (e.g., physical exam, imaging and/or laboratory testing, special studies, psychological evaluation, psychometric testing)
    2. Ongoing management (e.g., physical exam, imaging and/or laboratory testing, special studies, psychological evaluation, psychometric testing)
  4. Risk factors
    1. Genetics
    2. Lifestyle
    3. Environmental factors
  5. Other causative factors
    1. Known
    2. Theorized
  6. Nervous system structures and/or pathways involved in the disorder (detailed information regarding the underlying pathology as it applies to these structures and functional pathways)
  7. Neurotransmitter(s) and receptor system(s) involved in the pathology of the disorder
  8. Current treatment options
    1. Drug (pharmacologic) therapies
    2. Nonpharmacologic therapies (including psychological and other therapeutic services)
    3. Type of care providers (e.g., medical, nursing, therapists)
    4. Type of healthcare setting (e.g., hospital, home, outpatient, nursing facility)
  9. Future areas of research
    1. Treatment options
    2. Evaluation and diagnostic methods for initial diagnosis
    3. Increasing knowledge relating to etiology and pathologic processes

Section III: Conclusion(Neuropsychological Disorder)

Provide a concluding summary of your findings regarding your selected disorder. The conclusion is a summarization of information that has already been presented. Typically, if you mention something in the conclusion section of an academic paper, you should have already mentioned this aspect of the topic earlier in the paper.

Specific required components of the Conclusion section:

  1. The conclusion reaffirms your initial thesis statement.
  2. The conclusion may be one or more paragraphs. Use the material you have discussed in the paper to support the validity of your synthesis and elaborate on the theme of your paper.

Writing the Final Project
The Final Project:

  1. Must be 12 double-spaced pages in length, and formatted according to APA style as outlined in the Ashford Writing Center.
  2. Must include a title page with the following:
    1. Title of paper
    2. Student’s name
    3. Course name and number
    4. Instructor’s name
    5. Date submitted
  3. Must begin with an introductory paragraph that has a succinct thesis statement.
  4. Must address the topic of the paper with critical thought.
  5. Must include section headings, formatted according to APA style, to organize your paper. Each paragraph must have a minimum of three full sentences.
  6. Must include in-text citations for all statements of facts obtained through your research.
    1. Remember that direct quotes (identical phrases or sentences taken from a source) require in-text citations with appropriate formatting.
    2. Statements of opinion should be clearly stated as such, and include a rationale to support why you hold this opinion (e.g., personal or professional experience, your research findings).
  7. Must end with a conclusion that reaffirms your thesis.
  8. Must use at least six to eight scholarly sources that were published within the last five years, including a minimum of four peer-reviewed original research studies.
    1. In general, dictionaries and encyclopedias are not considered appropriate resources for academic writing.
  9. Must document all sources in APA style as outlined in the Ashford Writing Center.
  10. Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.

Carefully review the Grading Rubric (Links to an external site.)Links to an external site.for the criteria that will be used to evaluate your assignment.

 
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