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  • Describe Psychological Constructs and Tests

    $30.00

     Psychological Constructs, Concepts, and the Nature of Measurement > Week 1

    Describe Psychological Constructs and Tests

    Week: 1

    Psychological Tests

    Activity Description

    For this task, write a paper in which you answer the following questions and complete the following:

    1. What is a psychological construct? How are concepts and constructs typically measured in the field of psychology? Use the readings and outside sources (if you like) to defend your answer.
    2. What is a psychological test? What is the unique value of a test as compared to some other means of getting information about people? Use the readings and outside sources (if you like) to defend your answer.
    3. Answer Kline (Chapter 1, questions 1, 2, 5, and 6)
    1. Choose one construct of interest that you intend to make a scale on. Provide a conceptual definition of such construct based on existing literature. Provide a brief description of individuals who “possess” the construct or those who may score high on a scale measuring the construct and a person who might score low on the same construct.

    Length: 5 pages, not including title and reference pages.

    Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

    Learning Outcomes

    1.0   Critique the meaning and implications of measuring psychological constructs.

    2.0   Analyze the literature on a particular construct and the current tools that have been designed to measure it.

    Introduction: 

    Psychological tests are used to measure psychological constructs. The development of a scale, then, must start with gaining clarity on the meaning of the general concept as it narrows down and becomes a specific construct the tool will measure. This week you will explore what a construct is and the relationships of constructs to scales

    Be sure to review this week’s resources carefully. These include an introduction and a refresher on descriptive statistics and standard scores that are typically used in psychometrics. You are expected to apply the information from these resources when you prepare your assignments.

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  • Interview on Emotions and Motivation

    $15.00

    Week 6 Assignment: Prepare an Interview on Emotions and Motivation

    Activity Description

    For this task, imagine that you are a psychologist that is being interviewed for a 10-minute radio broadcast. You are being interviewed about how motivation and emotion influence academic achievement, and how negative motions (such as shame and guilt) motivate behavior change. Write 10-15 questions that the interviewer would ask you, and then write your response. Develop your paper as a transcript for a question and answer format.

    Length: 3 pages

    Your paper should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

    Why do we do what we do? Theories of motivation attempt to explain this with some theories that focus on biological needs such as hunger or thirst, whereas other theories focus on “higher-order” needs such as the need for achievement, love, and affiliation with others. Cognitive-dissonance theories can also explain an aspect of the motivational process.

    You may remember learning about theories of cognitive dissonance in your other psychology classes. Researchers explain that cognitive dissonance is an uncomfortable cognitive state produced when people hold conflicting views. People are motivated to reduce this uncomfortable dissonance state by changing the conflicting cognition. For example, consider the case of someone who smokes cigarettes but also knows that this behavior is unhealthy. The dissonance could be reduced by quitting smoking but most likely, the person will change the cognition; for instance, the individual may downplay the health risks because he or she exercises and eats healthy foods. The research you will read this week focuses on the role of emotions in motivating behavior.

    This week, you will prepare a paper that discusses how motivation and emotions influence academic behavior and how negative emotions can motivate behavior change.

    Be sure to review this week’s resources carefully. You are expected to apply the information from these resources when you prepare your assignments.

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  • How emotions influence memory, attention, and decision-making

    $25.00

    Week 4 Assignment: Research Memory, Attention, and Decision-Making

    Activity Description

    For this task, you will write a cohesive paper addressing how emotions influence memory, attention, and decision-making. Your paper should include an overview of the research on false memory, flashbulb memories, recovered memories, selective attention, and decision-making. Please include at least 5 recent peer-reviewed articles to support your work.

    Length: 5 pages

    Your paper should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

    Last week, you examined the interdependence between emotion and cognition. This week, you continue your exploration of this concept.

    Making an appraisal or a decision can influence how emotions are experienced, but emotional states can also influence cognitive processes. For instance, are memories for emotional events accurate? If someone is an eyewitness to a crime, this is certainly an emotional event! Is the eyewitness testimony for this event accurate and should it be used to convict someone of a crime

    As you may be aware, memory is not a unitary construct. Most researchers agree that memory can be divided into sensory memory, working memory, and long-term memory. Long-term memory can be further subdivided into implicit and explicit memory. Implicit memory and explicit memory can also be further divided (see below).

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  • Rhetorical Strategies and Fallacies Worksheet PHL/320 Version 1

    $4.00

    University of Phoenix Material

    Rhetorical Strategies and Fallacies Worksheet

    The following are some common rhetorical strategies:

    • Innuendo: a leading suggestion
    • Stereotype: generalized statements relating to a group of people
    • Loaded questions: questions based on unjustified assumptions
    • Hyperbole: an extreme exaggeration

    Identify the rhetorical strategy in each of the following statements.

    1. I did not say the meat was tough. I said I did not see the horse that is usually outside (W. C. Fields). 
    2. Have you stopped beating your wife?
    3. The Maserati is the best car in the world!
    4. All men love football; all women love the ballet.

    The following are some common rhetorical fallacies:

    • Slippery slope: If A happens, then B–Z will follow. Therefore, to prevent B–Z from happening, do not allow A to occur.
    • Hasty generalization: rushing to form a conclusion based on assumptions; not based on clear evidence
    • Post hoc ergo propter hoc: If A occurs after B, then B caused A.
    • Either/or: looking at a situation from only two sides, or oversimplifying the situation
    • Ad hominem: attacking the person rather than attacking the argument
    • Red herring or smoke screen: introducing an unrelated topic as a diversionary tactic

    Identify the rhetorical fallacy in each of the following statements.

    1. We can either stop using plastic, or destroy the Earth
    2. I ate tuna for lunch and now I do not feel well, so the tuna made me ill.
    3. If you enjoy a social drink, it could lead to you becoming an alcoholic, so you probably should never drink.
    4. Even though this is the first week of class, I can tell this is going to be a very easy course.
    5. We know that smoking can affect your health, but how else will tobacco farmers earn a living? _
    6. As the candidate for mayor, he has some good ideas, but we know that all politicians are dishonest.

    Rhetorical Strategies and Fallacies Worksheet PHL/320 Version 1

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  • PHL/320 Week 1 Critical Thinking Discussion and Summary

    $5.00

    Question description

    Participate in a class discussion by responding to the following questions:

    • How would you define critical thinking? What makes a person a critical thinker?
    • Why is critical thinking important? Provide an example of how critical thinking has helped you in your life.
    • What do you expect to learn from this course?

    Write a paragraph summarizing the discussion.

    Click the Assignment Files tab to submit your assignment

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  • SOC/110 Week 5 Creative Problem Solving and Decision Making Skills Action Plan

    $10.00

    SOC/110 Week 5 Creative Problem Solving and Decision Making Skills Action Plan

    Create an 8- to 10-slide Microsoft PowerPoint presentation with detailed speaker notes answering the following questions:

    • What conflict styles have you encountered while working in groups? How will your approach to conflict change in the future based on what you have learned in this course?
    • What group cohesion strategies will you apply in future team work? Describe these strategies and how they strengthen group work.
    • What is your own decision-making style? Describe this style and how you will apply it to future group work.
    • How will you approach problem solving in the future based on what you have learned in this course? Describe your strategies and how you will apply them to future group work.

    Format your assignment consistent with APA guidelines.
    Click the Assignment Files tab to submit your assignment.

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  • THEORETICAL PERSPECTIVES ON EMOTION

    $15.00

    As you have read, there are many theories of emotion. For this task you will select four of the theories described. One of the theories you select should be a biological theory. After selecting the four theories you will construct a table describing the main characteristics of each theory along with its strengths and weaknesses.

    Length: 2-3 pages table

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  • Student With Special Needs Project

    $17.50

    PART 1 INSTRUCTIONS

    (Ask your cooperating teacher to identify a student or group of students who may need special help).

    Design for this student or these students a tutorial to aid in bringing them up to speed with their peers.

    Explain the situation and describe in detail what you did to assist.

    Discuss what wasn’t working for this student previously, and how you decided on a different approach (and what that approach was) to reach this student.

    Why did you think your new approach might help?

    Your write-up should explain the specific points which you tutored, describe your learner(s) in terms of personality, learning styles and behaviors. Reflect in detail upon what impact your tutorial had upon the learner(s) (positive or not), and why. (2 pages)

    Part II: Total Group Instruction (2 pages)

    What were your feelings, fears, surprises – where were your successes, and where do you need improvement?

    What you would do differently in the future, and why?

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  • 645 Questions to What is academic language PPT-3

    $25.00

    Answer each question :

    • What is academic language?
    • How can we help K-12 students to build the academic language that they need to succeed in school?
    • What does edTPA ask for regarding Academic Language?
    • How can the university support teacher education candidates (you) in embedding academic language into classroom practice?
    • How would you explain the importance of academic language in non-technical terms (to a parent, for example)?
    • Explain what the author of the slide show means when he uses the analogy on slide number 9.
    • Slide 12 instructs us that teachers need to helps students practice language function. Briefly describe two ways you could do this in your class (give the grade level).
    • What are the three steps to teaching academic language?
    • Explain the difference between the bricks and mortar words on slide number 18.
    • Slide 22 provides steps for teaching academic language. However, they sound a little complicated.  Simplify the steps.  Restate them in your own words so they are easier to understand.
    • Review slide number 26. What is your opinion about these steps?  Do you think they are necessary? Do you see yourself following them in your lessons?  Why or why not?
    • Review slides 28, 29, and 30.
      • What do they have in common with Syntax?
      • Provide a brief example of a way you have or might use sentence frames.
    • Justify the importance of backwards mapping.
    • What does the quote on slide 75 mean to you?
    • Considering the content of this course,
      • What are some big ideas you took away from this course?
      • What are some questions you still have after hearing/reading/practicing the content of the course?
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