Psychology Assignment Custom Writng

Discussion Psyc1 | 2025 Custom Writing

Discussion Prompt 1Life Span PsychologyThe concept of “life span” development is relatively new. For many  years, “child” psychology was studied, but it was understood that by  the beginning of early adulthood most, if not all, of one’s important  development had occurred. In other words, the idea was that the  important changes that come with age were completed by the end of  adolescence. Why do you believe that psychologists now study the whole  life span? What impact does realizing that important developments occur  throughout our whole lives have on the field of psychology and our lives  in general? Next, describe the scientific methodology and typical research designs used in lifespan psychology  (refer to your text, ch 1). Which methodology and research design do  you think produces the best results in the study of lifespan  development? Why?Discussion Prompt 2 – See attached chart for this promptGeneration Labels and the Nature Nurture DebateCross-sectional developmental research  has discovered that various generations have been labeled by popular  culture to describe trends in behavior commonly seen among individuals  born to each generation. Study the chart below, and discuss whether or  not you agree with the labels given and the rationales provided. Explain  your answers.Next, given the knowledge you have  gained in this section about the influence of nature and nurture  (biological and contextual influences), are there other reasons besides  those listed in the chart that could influence general trends in  behavior across generations? Support your reasoning with information  from the text and other course materials.Each Prompt should be 150 words or more

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Psychology Assignment Custom Writng

Learning agreement new goals | 2025 Custom Writing

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Psychology Assignment Custom Writng

PowerPoint | 2025 Custom Writing

Read the following case studies:Case Study: JoshuaCase Study: Desert Viejo Elementary SchoolCreate one 10-12-slide PowerPoint presentation (in addition to a title slide and references slide) outlining an intervention for each case study. One of the interventions must include Critical Incident Stress Debriefing (CISD). It is up to you to decide which type of intervention is best suited for each scenario. Include the following in your interventions:Step-by-step description of each intervention planRationale for choosing each interventionCommunity resources that are available in your local community that you would include as part of an intervention for each scenarioInclude a minimum of three scholarly references in addition to the textbook.APA style is not required, but solid academic writing is expected.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.1Unsatisfactory0.00%2Less than Satisfactory74.00%3Satisfactory79.00%4Good87.00%5Excellent100.00%100.0 %Criteria 20.0 %Step-by-step description of each intervention planDoes not demonstrate an understanding of the assignment directions; does not describe steps of each intervention plan.Includes limited understanding of the assignment directions. Describes steps of each intervention plan, but the description is irrelevant or incorrect.Provides a relevant, but cursory description of each intervention plan. The information lacks the depth necessary to fully illustrate the steps of the intervention plan.Provides a relevant, thorough description that fully illustrates the steps of each intervention plan.Provides a relevant, thorough description that fully illustrates the steps of each intervention plan and supports the information provided with examples and scholarly references.15.0 %Rationale for choosing each interventionDoes not demonstrate an understanding of the assignment directions; does not provide a rationale for choosing each intervention.Includes limited understanding of the assignment directions. Provides a rational for choosing each intervention, but the rational provided does not support the selection of the intervention.Provides a relevant, but cursory discussion of the rational for choosing each intervention. Discussion lacks the depth necessary to fully support the reasoning behind the intervention selection.Provides a relevant, thorough discussion that fully supports the reasoning behind the intervention selection.Provides a relevant, thorough discussion that fully supports the reasoning behind the intervention selection, and the rationale is supported with examples and scholarly references.5.0 %Community resources that are available in your local community that you would include as part of an intervention for each scenarioDoes not demonstrate an understanding of the assignment directions; does not provide community resources to be included in the interventions.Includes limited understanding of the assignment directions. Provides community resources, but they are not relevant to the interventions.Provides community resources that are relevant to the situation, but fails to clearly link the rationale behind including the community resources in the interventions.Provides community resources that are relevant to the situation and clearly links the rationale behind including the community resources in the interventions.Provides community resources that are relevant to the situation; clearly links the rationale behind including the community resources in the interventions, and supports the selection of community resources with examples and scholarly references.30.0 %Presentation of ContentThe content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear.The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information.The presentation slides are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources.The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.10.0 %LayoutThe layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability.The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.10.0 %Language Use and Audience Awareness (includes sentence construction, word choice, etc.)Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately.Some distracting inconsistencies in language choice (register) and/or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.Language is appropriate to the targeted audience for the most part.The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)Slide errors are pervasive enough that they impede communication of meaning.Frequent and repetitive mechanical errors distract the reader.Some mechanical errors or typos are present, but are not overly distracting to the reader.Slides are largely free of mechanical errors, although a few may be present.Writer is clearly in control of standard, written academic English.5.0 %Evaluating and Documenting Sources (in-text citations for paraphrasing and direct quotes, references page listing and formatting, as appropriate to assignment and style)Contains no title slide, no references section, and no correctly cited references within the body of the presentation.Title slide is incomplete or inaccurate. References section includes sources, but many citation errors. Citations are included within the body of the presentation but with many errors.Title slide has minor errors. References section includes sources, but they are not consistently cited correctly. Citations are included within the body of the presentation but with some errors.Title slide is complete. References section includes correctly cited sources with minimal errors. Correct citations are included within the body of the presentation.Title slide is complete. References section includes correctly cited sources. Correct citations are included within the body of the presentation.100 %Total Weightage

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Psychology Assignment Custom Writng

RESEARCH METHOD ASSIGNMENT! please read ALL instructions! | 2025 Custom Writing

Stimulus Materials – Experimental Paper – Summer 2013 – 10 PointsStudent Instructions:1). For your experimental study this summer, you are the researcher, and you will collect datafrom three participants (the participants must not have taken research methods in the Springsemester, 2013 or have taken research methods in the Fall semester, 2012). Each survey has threeparts. In Part I, they will provide demographic information. In Part II, they will solve anagrams(rearranging the letters in an old word to form a new word). In Part III, they will providefeedback regarding their perceptions of the anagram task.A). Your first task is to approach three different participants (not all at the same time!). Askthem if they are willing to participate in a short study for your psychology research methodsclass. Tell them the survey measures their ability to rearrange words in an anagram task, andthat they do not have to participate. They will receive no benefit from participating, but theywill help you earn points in your methods class. Get their informed consent verbally.B). Have them read the instructions for the study on the top of the first survey page. Answerany questions they may haveC). Have them complete Part One. For this portion of the survey, participants will providetheir demographic data. If they are uncomfortable giving some of this information, they donot have to provide it.D). Make sure they read the instructions at the bottom of the first page. It is important thatthey know that most participants complete the anagram task within 30 seconds. Let themknow that you will time them to see how long it takes them to solve the anagrams. Use awatch (or the stopwatch on your i-phone!) to measure their time in Part Two.E). The anagram task is in Part Two. One version of this task is very easy (It has the wordsLEMON, TAB, and CINERAMA, which can easily be rearranged to spell MELON, BAT,and AMERICAN. You will see the letter E at the bottom of the page, designating the easycondition). Another version of this task is moderately difficult (It has the letter M on thebottom of the page, and has the words LEMON, WHIRL, and CINERAMA. Both LEMONand CINERAMA can be rearranged, but WHIRL is impossible to rearrange). Finally, thehard version (denoted H) has the words WHIRL, ORANGE, and CINERAMA, and only thelast word can be rearranged. As you time participants, you may see those in the moderate andhard group having a hard time. Keep timing until they tell you they give up. For all threeconditions, write down how long it took them to complete the task on the bottom of the page.NOTE: This study has one independent variable (Task Difficulty) with three levels (easy,moderate, and hard). We may also look at gender as a second independent variable withtwo levels (male or female), which would make it a 3 X 2 design. Your dependentvariables are in Part Two is a). whether they complete the third word (CINERAMA)successfully, and b). their time to complete the task. Make sure to write down their time(in seconds).F). Finally, have them complete Part Three. Our remaining four dependent variables are inthis section (ease of the task personally, ease for others, frustration, and ideas about whetherit can be done in 30 seconds). Once they complete this part, debrief them on the study design.For this debriefing, tell them we are conducting a study on learned helplessness. Tell themthat the word CINERAMA appears on all versions of the survey, and can be turned intoAMERICAN, but that some people got words that cannot be rearranged (like WHIRL andORANGE). Most will probably find this experiment funny, but let them know that the studyin no way says anything about their intelligence level with regard to anagrams.Tell them your two hypotheses:First, we predict that people who are in the hard condition will be less likely to correctlyrearrange the word CINERAMA to spell AMERICAN. Those in the moderate groupshould be able to spell AMERICAN a little more frequently (but not always), whilealmost all of the people in the easy group should be able to spell AMERICAN. This isbecause those in the hard and moderate groups are impacted by learned helplessness –failure on previous words will make them give up on later words, even if those laterwords can be solved.Second, we predict that people in the hard condition will find the task hard personally,think most other people will find the task to be hard, will be most frustrated with the task,and will think almost no one will be able to complete it within 30 seconds. Those in theeasy condition should fall at the other extreme: find it easy personally, think others willfind it easy, will show little frustration, and will expect most people to complete the taskwithin 30 seconds. Those in the moderate group should fall between those two groups.2). Hold onto your surveys, as you will need them for your lab. You will enter data into SPSSand analyze it with your lab instructor. Each student is responsible for collecting data from threeparticipants (one participant for each level of Task Difficulty – easy, moderate, and hard).However, you will analyze data by combining your survey with the data from other students inyour lab, so your final sample will include roughly 144 participants.

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