PSYC 3111 Final Extra Credit Worth up to 20 points

Use the text listed below, which is adapted from Loftus and Palmer (1974), to answer the following questions. 

· The number of extra credit points you earn will be determined by the number of your fully correct answers.

· You may not work with other students on this assignment, and you may not ask Dr. Stratford or one of the TAs for any section of PSYC 3111 for help with this assignment. 

· Please upload your answers, as a single pdf, to the ‘Final Extra Credit’ dropbox on D2L. All answers must be submitted before our last day of class  

1. What is the general theory of which this study is a part? (1 pt)

2. What is the study’s stated hypothesis? (1 pt) 

3. What two cycles of research are represented in this study? (2 pts; 1 pt each)

4. How many variables are used in this study? (1 pts)

There are 2 variables(IV and DV)

5. If there are two or more variables, what is/are the IV(s)/Predictor(s) and DV(s)/Outcome(s) variable? (2 pts)

6. On what scale of measurement is/are the variable(s) measured? (1 pt)

7. Is/are the variables continuous or discrete (1 pt)? 

8. What question(s) would you ask to evaluate this study’s construct validity? (1 pt)

9. What question(s) would you ask to evaluate this study’s external validity? (1 pt)

10. Suppose the data file attached to the ‘Final Extra Credit’ dropbox (called ‘PSYC 3111 EC Data.xlsx) represents the data obtained from this study. Given the number of type of variables in this study, which statistical test is the most appropriate to run to evaluate the statistical validity of this study? (1 pt)

11. Run the statistical test described in # 10 above in R Studio. Copy and paste the printout you receive from R Studio below (2pts).

12. Make a graph that would be most appropriate to represent the findings of this study, given the number and type of variables in this dataset, using any statistical software you would like (2 pts).

13. Based on these results, what do you conclude (does the data support or refute the proposed hypothesis)? How do you know? (2 pts; 1 pt for each answer)

14. Write up these results in proper APA format, including not only the formulaic format (such as r(df) = r-coefficient, p-value), but also a description of what these results indicate. (2 pts; 1 pt for each answer)

There is significant different between Hit and Smashed. T(88)= -42.78, p<

How accurately do we remember the details of a complex event, like a traffic accident, that has happened in our presence? More specifically, how well do we do when asked to estimate some numerical quantity such as how long the accident took, how fast the cars were traveling, or how much time elapsed between the sounding of a horn and the moment of collision?

It is well documented that most people are markedly inaccurate in reporting such numerical details as time, speed, and distance (Bird, 1927; Whipple, 1909). For example, most people have difficulty estimating the duration of an event, with some research indicating that the tendency is to overestimate the duration of events which are complex (Block, 1974; Marshall, 1969; Ornstein, 1969). The judgment of speed is especially difficult, and practically every automobile accident results in huge variations from one witness to another as to how fast a vehicle was actually traveling (Gardner, 1933). In one test administered to Air Force personnel who knew in advance that they would be questioned about the speed of a moving automobile, estimates ranged from 10 to 50 mph. The car they watched was actually going only 12 mph (Marshall, 1969, p. 23).

Given the inaccuracies in estimates of speed, it seems likely that there are variables which are potentially powerful in terms of influencing these estimates. The present research was conducted to investigate one such variable, namely, the phrasing of the question used to elicit the speed judgment. Some questions are clearly more suggestive than others. This fact of life has resulted in the legal concept of a leading question and in legal rules indicating when leading questions are allowed (Supreme Court Reporter, 1973). A leading question is simply one that, either by its form or content, suggests to the witness what answer is desired or leads him to the desired answer.

In the present study, subjects (45 students) were shown films of traffic accidents and then they answered questions about the accident. The subjects were interrogated about the speed of the vehicles in one of two ways. Some subjects were asked, “About how fast (in terms of speed) were the cars going when they hit each other?” while others were asked, “About how fast (in terms of speed) were the cars going when they smashed into each other?” As Fillmore (1971) and Brantford and McCarrell (in press) have noted, hit and smashed may involve specification of differential rates of movement. Furthermore, the two verbs may also involve differential specification of the likely consequences of the events to which they are referring. The impact of the accident is apparently gentler for hit than for smashed. 

Loftus, E. F., & Palmer, J. C. (1974). Reconstruction of automobile destruction: An example of the interaction between language and memory.Journal of verbal learning and verbal behavior, 13(5), 585-589.)

Directions

The exam consists of twelve short answer questions and one reflection question. Some questions ask for a definition of a concept while others ask for application and/or analysis.

Short Answer 

1.  Explain why media representation of social problems is an important issue. What is an example of a problematic representation?

2.  Explain the difference between heterosexism and heteronormativity.

3.  Identify one of the sociological perspectives of family in society today and then describe a social problem connected to that perspective.

4.  Explain the concept of gender fluidity or gender as a spectrum. How did the film Growing Up Trans reproduce the idea of gender as a binary?

5.  Describe the process of tracking in schools. How does this process reproduce inequality?

6.  What is an example of the hidden curriculum in schools? What does the presence of a hidden curriculum illustrate about the purpose of education in society?

7.  Define the concept of medicalization. How does this process relate to how we construct social problems?

8.  What is one social problem that results from the big business of health care?

9.  How are environmental concerns constructed as social problems? What social factors contribute to exposure to environmental risk?

10. Define and provide an example of environmental racism.

11. What are the three common mechanisms for social change? Provide an example for each.

12. What is required to understand resistance to social change and equity?

Reflection Question

1.  What was the most interesting/significant topic in Social Issues to you? How has this impacted how you understand social problems?

 

Discussion 1: Measuring Violent Crime

“Don’t go out at night or you will be murdered.”

“Keep your windows locked or someone will break in and rape you.”

“Violent crime is increasing exponentially; you have to protect yourself.”

These are common statements heard daily, but what are the facts? Crime can be broken down and measured in many different ways. There are many different types of crime, including property crimes, violent crimes, white-collar crimes, and cybercrimes. The FBI Uniform Crime Reporting (UCR) program identifies violent crime as four offenses: murder and nonnegligent manslaughter, rape, robbery, and aggravated assault. The number (incidences) of these four crimes has increased in the past decade due to population changes; however, in order to account for changing populations, the UCR uses a prevalence rate of crimes per 100,000 people. This allows for consistent reporting.

In this Discussion, you estimate the number of violent crimes that have occurred in a U.S. city, county, state, or region in the past year. You then compare your estimates to the actual numbers from the UCR.

By Day 2

Without consulting any resource material, estimate the number of crimes committed per 100,000 people for each of the following—murder, rape, and aggravated assault—that have occurred in a city, county, or state of your choosing in the U.S. in the past year. Also, estimate the percent of males versus females who commit the majority of crimes, and describe what you think is the most frequent offender/victim relationship. Post the name of the area you selected as well as your estimate of the number of each crime committed.

Learning Resources

Required Readings

Bartol, C. R., & Bartol, A. M. (2017). Criminal behavior: A psychological approach (11th ed.). Boston, MA: Pearson. Chapter 1, “Introduction to Criminal Behavior” (pp. 1–27) Chapter 10, “Multiple Murder, School and Workplace Violence” (pp. 305–309)

Bureau of Justice Statistics. (n.d.). Home page. Retrieved March 14, 2017, from http://www.bjs.gov/ 

Federal Bureau of Investigation. (2016b). Uniform crime reporting. Retrieved from https://ucr.fbi.gov/ 

Federal Bureau of Investigation. (2016c). Welcome to a new way to access UCR statistics. Retrieved from http://www.ucrdatatool.gov/ 

Federal Bureau of Investigation. (2016d). A word about UCR data. Retrieved from https://ucr.fbi.gov/word 

Office of Juvenile Justice and Delinquency Prevention. (2017). Easy access to the FBI’s supplementary homicide reports. Retrieved from https://www.ojjdp.gov/ojstatbb/ezashr/ 

Required Media

Laureate Education (Producer). (2017j). Forensic insights: Introduction to violent crime [Video]. Baltimore, MD: Author.

Psychological Aspects of Violent Crime

Excellent – above expectations Good – met expectations Fair – below expectations Poor – significantly below expectations or missing

Main Discussion Posting Content 

Points Range:

21.6 (54%) – 24 (60%)

Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text/s and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas. 

Points Range:

19.2 (48%) – 21.57 (53.92%)

Discussion posting demonstrates a good understanding of most of the concepts and key points presented in the text/s and Learning Resources. Posting provides moderate detail (including at least one pertinent example), evidence from the readings and other scholarly sources, and discerning ideas. 

Points Range:

16.8 (42%) – 19.17 (47.93%)

Discussion posting demonstrates a fair understanding of the concepts and key points as presented in the text/s and Learning Resources. Posting may be lacking or incorrect in some area, or in detail and specificity, and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings. 

Points Range:

0 (0%) – 16.77 (41.93%)

Discussion posting demonstrates poor or no understanding of the concepts and key points of the text/s and Learning Resources. Posting is incorrect and/or shallow and/or does not include any pertinent examples or provide sufficient evidence from the readings.

Reply Post & Peer Interaction 

Points Range:

7.2 (18%) – 8 (20%)

Student interacts frequently with peers. The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes. 

Points Range:

6.4 (16%) – 7.16 (17.9%)

Student interacts moderately with peers. The feedback postings and responses to questions are good, but may not fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes. 

Points Range:

5.6 (14%) – 6.36 (15.9%)

Student interacts minimally with peers or the feedback postings, and responses to questions only partially contribute to the quality of interaction by offering insufficient constructive critique or suggestions, shallow questions, or providing poor quality additional resources. 

Points Range:

0 (0%) – 5.56 (13.9%)

Student does not interact with peers (0 points) or the feedback postings and responses to questions do not contribute to the quality of interaction by offering any constructive critique, suggestions, questions, or additional resources.

Writing 

Points Range:

7.2 (18%) – 8 (20%)

Postings are well organized, use scholarly tone, contain original writing , proper paraphrasing, follow APA style, contain very few or no writing and/or spelling errors, and are fully consistent with graduate level writing style. 

Points Range:

6.4 (16%) – 7.16 (17.9%)

Postings are mostly consistent with graduate level writing style. Postings may have some small organization, scholarly tone, writing, or APA style issues, and/or may contain a few writing and spelling errors. 

Points Range:

5.6 (14%) – 6.36 (15.9%)

Postings are somewhat below graduate level writing style. Postings may be lacking in organization, scholarly tone, APA style, contain many writing and/or spelling errors, or show moderate reliance on quoting vs. original writing and paraphrasing

This week, you estimate the prevalence and incidence rates of violent crimes and compare your estimates to the actual data from the Federal Bureau of Investigation (FBI) Uniform Crime Reporting (UCR) program. You also look at your personal perceptions of violent crime in the United States.

Learning Objectives

Students will: Compare prevalence and incident rates of violent crime to personal estimates of violent crime Analyze personal perceptions of violent crime in the United States

 

Assignment:2:1 Role of Attachment and Empathy

Attachment starts from the moment of birth as an infant begins to recognize her mother’s smell, voice, and face. Children with insecure attachment due to a parent with unresolved emotional issues or an inconsistent parenting style show an inability to consistently show emotions. Children who have a secure attachment to at least one adult have higher self-esteem, social skills, and empathy. Empathy can be shown by children as young as 2 years of age and continues to develop into adolescence. Empathy is critical to the formation of healthy, reciprocal relationships. It allows individuals to understand how someone else may feel. If empathy is lacking, an individual may not hold back from physically or emotionally harming others because he does not have the capacity to understand how the impact of such harm. The relationship between the lack of empathy and antisocial behavior can be evident in children in early to middle elementary school years. This lack of empathy is one of the primary contributors to violent behavior.

In this Assignment, you analyze the role that attachment plays in the development of empathy and how empathy is a protective factor against violent behavior. You also explore the expression “neurons that fire together wire together” and how it relates to violent behavior.

To prepare for this Assignment: Review the Learning Resources related to attachment and empathy.

By Day 7

In a 3- to 5- page paper: Explain the role of attachment in empathy. Explain how and why the presence of empathy may be a protective factor against causing harm. Provide an example of a violent crime and how attachment and empathy may play a role. Explain whether or not empathy may be hard-wired. If so, how? Provide an example. Explain the expression “neurons that fire together wire together.” Provide an example.

grading criteria 

Content 

Points Range:

47.25 (63%) – 52.5 (70%)

Paper demonstrates an 

excellent understanding of all of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other sources, and discerning ideas. 

Points Range:

42 (56%) – 47.2 (62.93%)

Paper demonstrates 

a good understanding of most of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas. 

Points Range:

36.75 (49%) – 41.95 (55.93%)

Paper demonstrates a fair understanding of the concepts and key points as presented in the text/s and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings. 

Points Range:

0 (0%) – 36.7 (48.93%)

I need help with this. It just have to be 1 or two pages.

For this discussion, you will compare the various professional activities common to clinical and counseling psychologists and assume the role of an advocate for a client in one of the case studies from Case Studies in Abnormal Psychology (Gorenstein & Comer, 2015). Select a case study that has not been covered in this course or in the PSY645 course, and identify systemic barriers, sociopolitical factors, and multicultural issues impacting the client at the micro, meso, exo, and/or macro levels. Develop an action plan that outlines how you might advocate for the client at each appropriate level of the ecological model. Identify two potential partnerships that you would establish in order to support your client and those like him or her outside of the therapeutic environment.