Coffee and Memory
Coffee and Memory Experimental Write an appropriate statement of the problem
Write all three Hypotheses based on the statement of the problem you wrote.
iii. What are the variables? Name the appropriate type of variable.
iv. Identify an appropriate statistical test.
II) Research Design: Quasi-Experiment
Category: Psychology
What is the significance or contribution of the study to the research discipline How did the authors operationalize their research idea(s)?
Refer to the assigned paper analysis and answer the following questions.
a) Enumerate three ways by which the authors control the validity and reliability of their research.
(4 pts) b) State the main objective(s) of the research.
Identify the main finding(s) of the study.
d) How did the authors operationalize their research idea(s)?
Name the variables and write the operational definition for these variables
e) What is the significance or contribution of the study to the research discipline
f) Write the Bibliographic citation (i.e. list of references) of the paper in APA format.
g) In APA format, write two ways to cite the paper as if you are citing the paper in-text.
Where would you like this topic to go (e..g, what studies or research should be done on this?) Would you like to dive deeper into this area of research? Did you like this chapter? Why or why not? What would you improve?
Written Exams: Exams will be submitted through blackboard on the day and time it is due. consider these exams a way to apply what you learn from the textbook and lecture slides into the real world. For each written exam, you will choose 3 terms or studies described in the lecture slides or textbook from a chapter you enjoyed or did not enjoy learning about and apply them to situations occurring in the real world
1. What is it about?
Why did you choose this one?
What situation will you be talking about?
State the 3 terms/studies you will be using.
2. Define and describe term
1. You will then apply this term to the situation you will refer to. Do not copy and paste from the textbook or slides, use your own words!
3. Define and describe term
2.. You will then apply this term to the situation you will refer to. Do not copy and paste from the textbook or slides, use your own words!
4.Define and describe term
3. You will then apply this term to the situation you will refer to. Do not copy and paste from the textbook or slides, use your own words!
5. Where would you like this topic to go (e..g, what studies or research should be done on this?) Would you like to dive deeper into this area of research? Did you like this chapter? Why or why not? What would you improve?
What is one direct way in which children impact their own acculturation? How doesthe example you chose show the child’s impact?
Discussion: Being Active in Your Development SubscribeIn this module, you will explore the concept of being active in your own development. (Thatis, each individual impacts their own development, experiences, and life course, both directlyand indirectly.)For your initial post, review Culture, Peer Interaction, and Socioemotional Developmentandanswer the following questions:
What is one direct way in which children impact their own acculturation?
How does the example you chose show the child’s impact?
What is one indirect way in which children impact their own acculturation?
How doesthe example you chose show the child’s impact?
How does the concept of being active in your own development apply to any of thefollowing programmatic themes?
You may want to review the ProgrammaticThemesdocument.Self-careSocial justiceEmotional intelligenceCareer
connections EthicsRemember to respond to two peers while being respectful of and sensitive to theirviewpoints.
Consider advancing the discussion in the following ways:Post an article, video, or visual to reinforce a peer’s idea or challenge them to see theirpoint from a different perspective.
Engage in conversation with your peers around the concept of being active in our owndevelopment. Consider asking a question or sharing your own personal experience.
Rubrics Psychology Undergraduate Discussion RubricStart a New ThreadFilter by:Sort by:Most Recent ActivityTo complete this assignment, review the Psychology Undergraduate Discussion Rubric.
Youwill also need:Norms of Practice for Online DiscussionEthical Usage PracticesAll Threads1-1 Discussion: Being Active in Your DevelopmentYolanda Rooney posted Jun 29, 2021 1:51
GannSubscribeOne way that children can impact their own acculturation is through initiation of socialinteraction with their peers, including joining or forming a peer group with members thathi ttti i t i i ilti itiThi it th hild b ll i thmoreBeing Active in Your DevelopmentCourtney Jones posted Jun 29, 2021 8:38 PM3Unread3Replies3ViewsLast post 35 minutes ago bySarah GannSubscribeChildren play an active role in development through constructing new cultures to directsocial evaluations and other peer activities (Chen, 2012). A child’s curiosity is a direct wayt iti th ilt tiChildt llid th ltmore
Being Active in Your DevelopmentShelma Peterson posted Jul 1, 2021 1:08 PM0Unread0Replies0ViewsSubscribe
Whatisonedirectwayinwhichchildrenimpacttheirownacculturation?
Childrencandirect/indirectlyimpactdevelopingtheirownAcculturationbasedupontheirbehaviorbecomingmatureandshynessItseemsitmore1-1 Discussion: Being Active in Your DevelopmentAlexis Coil posted Jul 1, 2021 9:09 AM1Unread1Replies2ViewsLast post 3 hours ago byRichard RamosSubscribeChildren directly impact their own acculturation by participating in existing cultures and developingtheir own cultures throughpeer interaction and social evaluations.The cultures developed by childrencan be described as cliques, common examples of these cliques are “nerds” and “jocks”. In order toconstruct these cultures children must participate in peer interactions with other children and undergomore1-1 Discussion, Richard W. RamosRichard Ramos posted Jun 30, 2021 9:14 PM2Unread2Replies4ViewsLast post 4 hours ago byRichard RamosSubscribeChildren can impact their own acculturation by forming social groups with one another.“Children may play an active role through their participation in adopting existing culturesdt tilt” (Ch2012) Thi b h ib fd ifmoreDiscussion 1-1:Kris Davey posted Jul 1, 2021 5:53 AMSubscribeHello classmates! My name is Kristina and I’m excited to be taking this class with all of you!Here are my thoughts on this week’s discussion post…/11Unread1Replies3ViewsLast post 4 hours ago byRichard RamosmoreDiscussion 1-1: Being Active in Your DevelopmentSarah Gann posted Jun 30, 2021 12:11 PM1Unread1Replies4ViewsLast post 6 hours ago byShannon VoylesSubscribeChildren directly impact their own acculturation by interacting and associating with similarcultural groups, which in turn may lead to new manners of behavior, attitude, and conformity.Whiiii hi illhilddhifillmoreDiscussion 1-1Kaitlynn Pierce posted Jun 30, 2021 11:08 PM0Unread0Replies0ViewsSubscribe
What is acculturation?
Merriam-Webster defines this as “the process by which a humanbeing acquires the culture of a particular society from infancy.” Every culture creates itsdhhildhdifftt tit difftddimore1-1 Discussion: Being Active in Your DevelopmentShania Menendez-Lozano posted Jun 29, 2021 12:57 PM1Unread1Replies11ViewsLast post Tue at 9:45 PM byShannon VoylesSubscribeWhatisonedirectwayinwhichchildrenimpacttheirownacculturation?
How does the example you choses how the more 1
How religion keeps us grounded and doing the right things in life. How Religions affect our every days lives.
How Religions affect our every days lives.
The ways we navigate through live and what we do or do not do due to Religion.
How religion keeps us grounded and doing the right things in life.
What are the key differences between the history of psychology in Ghana before the 1700s and how the field developed through the 1700s and 1800s?
Answer the following questions based on the provided reading materials.
1. What challenges exist around having discussions on the history of psychology in Africa? Why?
2.Discuss something you learned about the history of psychology in Ghana before the 1700s. What stood out to you the most? Why?
3. What are the key differences between the history of Psychology in Ghana before the 1700s and how the field developed through the 1700s and 1800s?
4. What impact did colonialism have on the advancement of psychology in Ghana?
What does the research say about these two types of people? Are there certain personality characteristics discussed in the research about individual people or even within the group dynamics that foster people acting in such a fashion?
Remember how the discussion assignments work.
You need to respond to one discussion question with an essay of 400-600 words with at least two references.
This is due by 11:59 pm (Central Time) on Thursday.
By Sunday, you need to submit two responses of at least 75 words to people who, ideally, answered questions other than the one you answered.
include the question you are answering at the beginning of the posting.
If you notice that several people have answered a particular question, try to answer a different one.
The more different discussion topics we have, the better.
Here are the questions for Week Four:
1. What is the difference between Mindless versus Mindful Persuasion? Provide examples of each and talk about how this form or persuasion is achieved.
What are the lasting effects of each type of persuasion?
2. Cults are strong persuasive groups that indoctrinate people via various methods.
Watch the following 10-minute video that discusses how cults work (http://www.youtube.com/watch?v=zxJyfqeaKU8&feature=related).
Discuss the common elements of cults as detailed by the video.
In researching this topic, are there any other characteristics that are effective in cults, which were not discussed in the video?
3. Pick a form of propaganda (there are several examples in the chapter) and discuss the context of the time it was implemented.
What did the propaganda entail?
Was the propaganda effective or not?
Finally, discuss the elements of persuasion that were considered when developing and implementing the propaganda.
4. How do the concepts of group Polarization and groupthink play into the capital insurrection that occurred in early January 2021?
Are there other group influencing concepts that may play into people’s decision to storm the capital of the United States?
5. This is a very broad questions so try to keep your response contained, but how are we affected by the presence of others?
Incorporate various topics from the chapter and other research into your response.
6. Define the group behavioral terms of social-loafers and extra-milers.
How do these behavioral tendencies develop?
What does the research say about these two types of people?
Are there certain personality characteristics discussed in the research about individual people or even within the group dynamics that foster people acting in such a fashion?
Discuss at length what strategies you see present in the video and how effective those strategies are at persuading consumers to change their behavior?
1. Watch the following Frontline episode that explores the different methods marketers and advertisers employ to discover what we want and how to sell it to us in the consumer and political realms
After reading the chapter, discuss at length what strategies you see present in the video and how effective those strategies are at persuading consumers to change their behavior?
Knowing the Intricacies of persuasion, are there any strategies marketers and advertisers are currently using that may be less effective and should be changed?
Next time you are in the community, document the strategies you see present and discuss those.
If you still decided to grab that bag of chips with the reflective surface inside the packaging while checking out at the grocery store, was your choice mindless or mindful?
Identify personal events or circumstances that strain resiliency. name community, national, or global events or circumstances that individuals may have difficulty managing.
Module 1: Resiliency Directions
You are required to do a short critically reflective write-up about two pages or less—where you
1) articulate in one to three sentences for each learning outcome, evidence that you have achieved that outcome.
2) In addition, 2) you are required to write two paragraphs in your own words about what was most valuable/interesting to you in studying this module, and in doing so, making reference to at least two of the readings and/or videos.
Learning Outcomes:
You will:
identify personal events or circumstances that strain resiliency.
name community, national, or global events or circumstances that individuals may have difficulty managing.
identify two ways therapists use or apply Resiliency Theory Resiliency to client needs.
name traits or behaviors among low resiliency individuals that harm functioning.
identify characteristics, traits, or behaviors of resiliency.
Why is speed-reading a better strategy for redundant or repetitive material compared to material that is difficult to understand? How about materials in a science course?
So much to read, so little time to read it all! Students often wish they could read more quickly, and, in fact, it’s easy to teach people how to speed-read. It’s important to understand, however, how speed-reading works, because this will help you see when speed-reading is a good idea—and when it’s a terrible strategy.
In normal reading, there’s no need to look at every word on the page. Printed material (like language in general) follows predictable patterns, and so, having read a few words, you’re often able to guess what the next words will be.
And without realizing you’re doing it, you routinely exploit this predictability: you ordinarily skip over many of the words on the page, relying on rapid inference to fill in what you’ve skipped.
The same process is central for speed-reading.
Courses that teach you how to speed-read actually rely on simple strategies that help you to skip more, as you move down the page, and, with this, to increase your use of inference.
As a result, speed-reading is not really “reading faster”; it is instead “reading less and inferring more.”
How does this process work?
First, before you speed-read some text, you need to lay the groundwork for the inference process—so that you’ll make the inferences efficiently and accurately.
Specifically, before you speed-read a text, you should flip through it quickly.
Look at the figures and the figure captions. If there’s a summary at the end or a preview at the beginning, read these.
These steps will give you a broad sense of what the material is about, preparing you to make rapid—and sensible—inferences about the material.
Second, you need to make sure you do rely on inference, rather than word-by-word scrutiny of the page.
To achieve this, read for a while holding an index card just under the line you’re reading, or perhaps using your finger to slide along the line of print to indicate what you are reading at that moment.
These procedures establish a physical marker that helps you keep track of where you are as you move from word to word.
This use of a pointer will become easy and automatic after a bit of practice, and once it does, you’re ready for the key step.
Rather than using the marker to follow your eye-position, use the marker to lead your eyes.
Specifically, try moving the index card or your finger a bit more quickly than you have so far, and try to move your eyes to “keep up” with this marker.
Of course, if you suddenly realize that you don’t have a clue what’s on the page, then you’re trying to go too fast.
Just move quickly enough so that you have to hustle along to keep up with your pointer.
Don’t move so quickly that you lose track of what you’re reading
This procedure will feel awkward at first, but it will become easier with some practice, and you’ll gradually learn to move the pointer faster and faster.
As a result, you’ll increase your reading speed by 30%, 40%, or more.
But let’s be clear about what’s going on here: You’re simply shifting the balance between how much input you’re taking in and how much you’re filling in the gaps with Sophisticated guesswork.
Often, though, this is a fine strategy.
Many of the things you read are highly predictable, and so your inferences about the skipped words are likely to be correct.
In this setting, you might as well use the faster process of making inferences, rather than the slower process of looking at individual words.
Of course, speed-reading is a bad bet if the material is hard to understand; in that case, you won’t be able to figure out the skipped words via inference, and so speed-reading will hurt you.
Speed-reading is also a poor choice if you’re trying to appreciate an author’s style.
If, for example, you speed-read Shakespeare’s Romeo and Juliet, you probably will be able to make inferences about the plot, but you won’t be able to make inferences about the specific words you’re skipping over, and so you won’t be able to make inferences about the language that Shakespeare actually used.
And, of course, if you miss the language of Shakespeare and miss the poetry, you’ve missed the point.
Speed-reading will enable you to zoom through many assignments.
But do not speed-read material that is Technical, filled with details that you’ll need, or beautiful for its language.
In those cases, what you want is to pay attention to the words on the page and not rely on your own inferences.
Essay Questions
Instructions: Complete and then submit the answers to the questions below in 100-150 words.
Why is speed-reading a better strategy for redundant or repetitive material compared to material that is difficult to understand? How about materials in a science course?
Would a speed-reading strategy be helpful to someone with dyslexia? Why or why not?
Discuss how you could you relate what you’ve learned here to writing – your term paper for example.