Category: Psychology

Instructions
For this assignment, you are to complete one of the following linked attachment-style questionnaires and then write a reflection about your results. Please address the following questions in your paper:
What were the results of your completed questionnaire?
Do you feel this is an accurate reflection of your attachment style? Why or why not?
What factors have contributed to your attachment style? Please cite the course text to support your connections.
How does your attachment style influence your faith and your relationship to God?
The following are two options for attachment-style questionnaires for you to complete:
Psychology Today Relationship Attachment Style Test
This paper should be two to three pages in length (in addition to a cover page and reference page), written in APA format, and should meet the expectations outlined in the grading rubric. Please reference Scripture as part of the biblical perspective for this assignment in addition to course text.
Scroll down to the bottom of the page and click on add a file, then click submit to upload your assignment by the posted due date. Review the rubric for specific grading criteria.

Topic: Describe someone you know who is “aging well.” What do you think are the environmental and personal factors that seem to be supporting their healthy development in older adulthood? Include at least two full sentence quotes from the reading provided or from outside sources.
Reference: 
Ouwehand C, de Ridder DTD, Bensing JM (2007). A review of successful aging models: proposing proactive coping as an important additional strategy. Clinical Psychology Review, 27, 873-884.

The David Rosenhan study on “Being Sane in Insane Places” is an infamous psychological study from the 1970’s. The study was originally published in the journal Science and involved Rosenhan, a Stanford University psychologist, and other healthy “pseudo patients” faking psychotic symptoms to gain admission to mental health facilities across five states. The study caused Rosenhan to confidently conclude, “It is clear that we cannot distinguish the sane from the insane in psychiatric hospitals.” The study went on to be interpreted as an invalidation of psychiatry, and diagnosis overall.
This study has always been controversial, but in recent years accusations have arisen regarding his methods and ethics. What is your opinion of the Rosenhan Study? Do you agree with Rosenhan and his findings or do you disagree? Please base your opinion on evidence and terminology covered throughout the class. One such example would be if you disagree, what were the potential confounding variables that led you to that conclusion?
video: https://youtu.be/D8OxdGV_7lo?si=8sZSaL7zqddYsSZS

ASSIGNMENT 3: ETHICS IN RESEARCH 
– Assignment 3 comprises two problems. 
– The students are required to address both problems.
Assignment 3 should be dealt with in 1,000 words (± 250 words) in total. 
Problem 1: 
Ragnhild and Rune want to study adult students’ experiences with violent conflicts in childhood and the possible
effects of these. They will use an electronic (web-based) questionnaire with the possibility of completely anonymous
reporting. They want to recruit participants from lectures. What research ethical challenges do they face, what must
they do, where must they possibly apply or register the project, and which legislation applies to this study?
Problem 2:
While planning the study, Ragnhild and Rune hear about a national project that will investigate violence and sexual
abuse among students in secondary school (aged 12-16). This has not previously been done in Norway, and
several ministries believe it is important to gain this knowledge. In the study, the students themselves provide
consent to participate, while the parents are only informed about the study. It is stated in the information letter that
all respondents will remain anonymous. The students use their own school PC to answer and log on to an online
portal with a unique code linked to the individual’s name. Ragnhild and Rune wonder what research ethics
assessments have been made in this project, and whether there is anything objectionable about the project.

The essay has to have at minimum 5 sources as well as being 5-7 pages. It is just about how motivation has changed since Covid-19. The cover page and works cited does not count as pages included.

It’s my class Psychology and the Law. My professor gave instructions to write a proper legal essay paper for Sex Trafficking. She required legal law review article references or if not then it should be psychology peer reveiewed journal. The refrences should be 10 references in bluebook style.  This is the instruction she gave us.
Paper:    
There will be one final paper
for this course, based on a review of the literature involving a thorough
explanation of an area not covered in class. A list of possible topics will be
provided.  There must be prior approval of the topic selected.
The paper should be approximately  8
typed, single-spaced pages (double spaces between paragraphs), and will serve
to update the chosen topic in terms of recent cases and psychological and legal
writing in this area.  You must reference
at least 10 research articles from peer-reviewed journals.
1.    
You do not have to use APA form. 
2.    
Use Subject Headings to provide for ease of reading and
understanding
3.    
For citations:
a) legal
— use legal citation format (use the Blue Book for accuracy, available in the
library and online)  You may use
footnotes or endnotes
b)
psychological – use APA citation format
4.    
Your grade will be based on the thoroughness of the
research, and your clear understanding and presentation of your topic.  Topics vary widely in this class, so the
specific length of your paper is individual, and should be determined by your
particular topic.
5.    
Prior approval of your topic is required.  This will insure that your topic is an
appropriate psychology and law topic, can be accomplished in the appropriate amount
of time, and will be the appropriate length.
6.    
If you have questions as you do your research, brief
individual conferences can be arranged.

I have overall 18 pages But below I’m sending you what my professor graded and her notes to my final paper and her corrections. I also added my outline with my professors notes on that on too. Please use my sources that I used on my reference page. Another I tried to add was about contemporary woman and how their anxiety can affect their working memory and how that also affects their performance levels at work. I have an article specifically talking about that in my reference page. I mainly had issues with my abstract. Discussion, and methods. 

Link to video : https://youtu.be/uXIW_m0lo0U?si=ZhQdWKh9x2XEG7Lz
In an essay of between 200-400 words, respond to the following:
Give a summary of the TED talk, emphasizing the speaker’s main points. What did they teach about lifespan development?
What did you find most interesting about the talk, and what will you most likely remember from the talk?
What type of data or evidence did the presenter show to back up his or her information?
Read the biographical information and do some basic background research on the presenter. What area of psychology do they work in? More specifically, which psychological perspective would you say best fits the type of work they do? Why?
What other questions would you have for this presenter if you could have a conversation with her or him? What else would you like to know about the topic?
Rubric
Video Assignments
Video Assignments
Criteria Ratings Pts
This criterion is linked to a Learning OutcomePresents a coherent summary between 200-400 words
10 pts
This criterion is linked to a Learning OutcomeDescribes interesting points and evidences from the talk
10 pts
This criterion is linked to a Learning OutcomeExplains the psychological perspective fitting the presenter
5 pts
This criterion is linked to a Learning OutcomeExamines further areas of interest
5 pts
Total Points: 30
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The chosen Research Report: 
The Emergence of Forgiveness in Young Children – Oostenbroek – 2019 – Child Development – Wiley Online Library (auckland.ac.nz)
Goal: Write an article that communicates original research published in a developmental psychology journal to a general audience in a manner that is concise, clear, accessible, informative, and engaging. Your target audience is individuals who do not have any formal training in science. 
Requirements:
Title
Body of article (must be between 650 to 800 words; marks will be deducted if the body of the article goes above or below the stated limits; note the reference section, article title, and author’s name do not count to this word limit)
Reference section with reference to original research article in perfect APA format (see this websiteLinks to an external site. for information about APA format)
Word count for the body of the article provided after the reference section
No direct quotes
Important Content:
To communicate the original research effectively, you will want to touch on:
The motivation for the study. What big question is the research addressing and why does it matter?
The logic of the study. What is the precise question or questions that the researchers are attempting to answer? How are the researchers answering that question? What methods are they using? What are they measuring and why?
The results of the study. What did the researchers find? How robust were the results?
The interpretation of the study. How do the results inform the precise question or questions that the researchers were attempting to answer? Do you agree with their interpretation of the results? Are there certain limitations that need to be acknowledged?
The implications of the study. What do the results of the study mean for the broader questions that motivated the study? Does the study present implications for real-world applications? Why might the research be of interest to the average person or to specific groups of people? What future directions should researchers explore in future work?
To obtain an “A” grade:
Your article must demonstrate an excellent grasp of the original research article.
Your article should feature minimal (if any) errors of punctuation, spelling, or grammar.
All portions of your article must be clear, concise, and follow a straightforward, logical structure.
Higher “A” grades will be reserved for students who supplement this level of accomplishment with outstandingly creative and original contributions.

Complete a worksheet focused on correlations, ANOVAs, and chi-squares.
Text Book: Statistics for Psychology, 7th Edition
ISBN: 9780136658313
By: Arthur Aron Ph.D.; Elaine N. Ar
Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in sequence.
One important difference between a t-test and a correlation is that t-tests compare two groups, while correlation compares two variables. Let’s take a moment to consider the difference between a group and a variable. If we are studying depression, we could have one group of people with depression and one group of people without depression. In this example, we are looking for a difference between the groups. On the
other hand, we could rate how depressed people were (from not depressed
at all to severely depressed). In this case, depression is a variable.
What do you do if you have more than two groups? Or more than two independent variables? That’s where analysis of variance (ANOVA) comes in, and it’s a powerful tool that allows us to compare more than two groups or variables at the same time.
What if your data are names and not numbers? We often look at data that are names (nominal data). The chi-square test is the tool to use when you have nominal data for one of your variables.
This assessment will have you demonstrate your knowledge of correlations, ANOVAs, and chi-square tests. You’ll again consider statistics-related careers as well. You’ll also continue to work with your data for Assessment 4.
Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in sequence.
Before you begin the assessment, complete the following:
Download the Planning for Your Data [DOCX] worksheet.
Below are the data files for your reference:
Note: The GSS Data 2018 [XLSX]
has all of the data for all of the variables. The other files are JASP-compatible files with two variables each. These data files are labeled with the names of the two variables. To find the data file for your specific project, look for the file that names both of your variables.
News and Depress [CSV].
News and Happy [CSV].
News and Life [CSV].
News and Mntlhlth [CSV].
Raclive and Depress [CSV].
Raclive and Happy [CSV].
Raclive and Life [CSV].
Raclive and Mntlhlth [CSV].
Wwwhr and Depress [CSV].
Wwwhr and Happy [CSV].
Wwwhr and Life [CSV].
Wwwhr and Mntlhlth [CSV].
Find another opening (different from the one you picked for Assessment 1) for a job you could apply for with a bachelor’s degree that requires the use of statistics—some good, key search terms: psychology research assistance or survey data analysis.
Complete and submit the Planning for Your Data [DOCX] worksheet.
Tips for Success
Pay attention to when you are asked to copy and paste JASP information and when you are not asked to do so.
Do each step one at a time. Running statistical tests requires paying attention to details.
Pay special attention to which data file to use—you’ll use several of them.
Keep JASP, your textbook, and Statistical Analysis in JASP: A Guide for Students open when working on your worksheet.
Read, don’t skim, each part of the worksheet. The text will often help you find the answer.
Do the entire worksheet (it’s long).
When you are done, scroll to the very end of the document. Then scroll up slowly to double-check that you have an answer in each box. Going in reverse (from the end to the beginning) is often the best way to spot something you overlooked earlier.
By successfully completing this assessment, you will demonstrate your
proficiency in the following course competencies and scoring guide criteria:
Competency 1: Interpret complex statistical findings and graphs in the context of their level of statistical significance, including the influence of effect size.
Interpret chi-square test results.
Interpret the results of a correlation test on the news and happy variable.
Interpret the results of a Spearman’s rho test on the news and life variables.
Interpret the results of an ANOVA test.
Competency 2: Apply statistical analyses to problems in the social sciences.
Describe nominal data and statistical analysis of nominal data.
Perform a chi-square test.
Explain how a correlation differs from other statistical tests.
Perform a Pearson correlation test on the news and happy variables.
Perform a Spearman’s rho test on the news and life variables.
Explain how ANOVA are different from other statistical tests.
Perform an ANOVA.
Explain when to use different statistical tests.
Identify your research question, statistical test, variables, and hypotheses for your final project.
Competency 4: Plan career contingencies based on accurate self-assessment of abilities, achievement, motivation, and work habits as they relate to statistics.
Plan career contingencies based on accurate self-assessment of abilities, achievement, motivation, and work habits.
Competency 6: Communicate quantitative data in statistics, graphs, tables, and in common language.
Communicate hypotheses and results of a Spearman’s rho test.
Planning for Your Data Scoring Guide- 
Must Meet Distinguished Criteria.
Planning for Your Data Scoring Guide
Criteria Non-performance Basic Proficient Distinguished Describe nominal data and statistical analysis of nominal data. Does not describe nominal data and statistical analysis of nominal data. Describes nominal data and statistical analysis of nominal data with more than three errors. Describes nominal data and statistical analysis of nominal data with 1–3 errors. Describes nominal data and statistical analysis of nominal data with no errors. Perform a chi-square test. Does not perform a chi-square test. Performs a chi-square test with more than three errors. Performs a chi-square test with 1–3 errors. Performs a chi-square test with no errors. Interpret chi-square test results. Does not interpret chi-square test results. Interprets chi-square test results with more than three errors. Interprets chi-square test results with 1–3 errors. Interprets chi-square test results with no errors. Explain how a correlation differs from other statistical tests. Does not explain how a correlation differs from other statistical tests. Explains how a correlation differs from other statistical tests with more than three errors. Explains how a correlation differs from other statistical tests with 1–3 errors. Explains how a correlation differs from other statistical tests with no errors. Perform a Pearson correlation test on the news and happy variables. Does not perform a correlation test on the news and happy variables. Performs a Pearson correlation test on the news and happy variables with more than three errors. Performs a Pearson correlation test on the news and happy variables with 1–3 errors. Performs a Pearson correlation test on the news and happy variables with no errors. Interpret the results of a correlation test on the news and happy variable. Does not interpret the results of a correlation test on the news and happy variable. Interprets the results of a correlation test on the news and happy variable with more than three errors. Interprets the results of a correlation test on the news and happy variable with 1–3 errors. Interprets the results of a correlation test on the news and happy variable with no errors. Perform a Spearman’s rho test on the news and life variables. Does not perform a Spearman’s rho test on the news and life variables. Performs a Spearman’s rho test on the news and life variables with more than three errors. Performs a Spearman’s rho test on the news and life variables with 1–3 errors. Performs a Spearman’s rho test on the news and life variables with no errors. Interpret the results of a Spearman’s rho test on the news and life variables. Does not interpret the results of a Spearman’s rho test on the news and life variables. Interprets the results of a Spearman’s rho test on the news and life variables with more than three errors. Interprets the results of a Spearman’s rho test on the news and life variables with 1–3 errors. Interprets the results of a Spearman’s rho test on the news and life variables with no errors. Communicate hypotheses and results of a Spearman’s rho test. Does not communicate hypotheses and results of a Spearman’s rho test. Communicates hypotheses and results of a Spearman’’ rho test with more than three errors. Communicates hypotheses and results of a Spearman’s rho test with 1–3 errors. Communicates hypotheses and results of a Spearman’s rho test with no errors. Explain how ANOVA are different from other statistical tests. Does not explain how ANOVA are different from other statistical tests. Explains how ANOVA are different from other statistical tests with two errors. Explains how ANOVA are different from other statistical tests with one error. Explains how ANOVA are different from other statistical tests with no errors. Perform an ANOVA. Does not perform an ANOVA. Performs an ANOVA with more than three errors. Performs an ANOVA with 1–3 errors. Performs an ANOVA with no errors. Interpret the results of an ANOVA test. Does not interpret the results of an ANOVA test. Interprets the results of an ANOVA test with more than three errors. Interprets the results of an ANOVA test with 1–3 errors. Interprets the results of an ANOVA test with no errors. Explain when to use different statistical tests. Does not explain when to use different statistical tests. Explains when to use different statistical tests with more than three errors. Explains when to use different statistical tests with 1–3 errors. Explains when to use different statistical tests with no errors. Identify your research question, statistical test, variables, and hypotheses for your final project. Does not identify any your research question, statistical test, variables, and hypotheses for your final project. Identifies some of your research question, statistical test, variables, and hypotheses for your final project. Identifies your research question, statistical test, variables, and hypotheses for your final project. Correctly identifies your research question, statistical test, variables, and hypotheses for your final project. Plan career contingencies based on accurate self-assessment of abilities, achievement, motivation, and work habits. Does not identify or plan career contingencies based on accurate self-assessment of abilities, achievement, motivation, and work habits. Identifies but does not plan career contingencies based on accurate self-assessment of abilities, achievement, motivation, and work habits. Plans career contingencies based on accurate self-assessment of abilities, achievement, motivation, and work habits. Plans career contingencies based on accurate self-assessment of abilities, achievement, motivation, and work habits with a plan to meet the requirements. Please Let me know if you need anything else.