Category: Psychology homework help

Meredith corrects other students’ comments in class and Sondra does not particip

Meredith corrects other students’ comments in class and Sondra does not participate in group activities, while Deshawn attempts to co-facilitate and Ivan is very defensive and offends others. It is the instructor’s responsibility to resolve these behavioral issues. These behaviors not only affect the student involved in these behaviors but they also impact the other students and the atmosphere of the class. What strategies might you use to correct these behavioral issues?
For this Discussion, review and study this week’s Learning Resources. Then consider any behavioral issues that have occurred in classes that you have taken either in-person or online (see the Learning Resources for possible issues). Select one of those behavioral issues and think about the dynamics involved. Finally, reflect on how the instructor handled it, and consider at least two other strategies that you could use to deal with the issue if it occurred in a class that you were teaching.
Post by Day 3 a brief explanation of the behavioral issue you selected. Describe how the instructor resolved the issue, and explain why you feel the instructor’s approach was or was not effective. Finally, explain at least two other strategies that you could use to deal with the issue if it occurred in a class that you were teaching.
Be sure to support your post with specific references to the Learning Resources. If you are using additional articles, be sure to provide full, APA-formatted citations for your references.

Not every student will like the material in your class, and some students may no

Not every student will like the material in your class, and some students may not like you! Somehow, you need to redirect their focus to the learning. You need to help them understand that it is not necessary to like the material or the instructor in order to understand the relevancy of the material to their current and future professional life. In this week’s Assignment, you consider this issue in relation to the learning theories covered in the course.
For this Discussion, review and study this week’s Learning Resources. Then read the message posted by Brittney, a student in your online introductory psychology class (you have not heard from her previously on this issue). Consider how you might respond to Brittney in terms of the teaching theories you have explored in the course to this point. Finally, select your response strategies and think about how the theories in the Learning Resources support their use.
Brittney: I absolutely hate the discussion this week on Freud! Why do we need to study this antiquated man? This course has been nothing like I thought it would be, I am so angry I feel like dropping the course. I totally disagree with the instructor’s statement that Freud’s ideas have influenced modern therapy! I have been in therapy for years, and NEVER did we talk about anything I have seen in his theories. I refuse to discuss his misogynistic ideas.
Post by Day 4 a response to Brittney’s post that demonstrates your application of the theories that have been covered in the course to this point. Be sure to address Brittney’s anger, the appropriateness of her post, her refusal to participate, and her rejection of course topics.
Be sure to support your post with specific references to the Learning Resources. If you are using additional articles, be sure to provide full, APA-formatted citations for your references.

Respond by Day 6 to a colleague who discussed a different introductory psycholog

Respond by Day 6 to a colleague who discussed a different introductory psychology topic by offering another activity your colleague might use to engage students in that topic. Then explain how the activity you suggested might facilitate active learning.
Be sure to support your responses with specific references to the Learning Resources. If you are using additional articles, be sure to provide full, APA-formatted citations for your references.

 
Create a “yearbook” presentation of psychological concepts and theories – past

 
Create a “yearbook” presentation of psychological concepts and theories – past and present. For each course outcome, choose at least one time period. Then identify the significant findings that happened during the time. For example, for Course Outcome #1, you could choose the findings in the 1900s, the work of Sigmund Freud, or the early 2000s for more recent findings related to psychodynamic therapy and defense mechanisms. Include information about the major figure or figures of the time, where applicable.
Make clear connections to key concepts and theories related to each course outcome using scholarly sources and relevant images. The 7 course outcomes that must be addressed in your presentation are listed in the “Outcomes & Resources” section below.
Requirements
PowerPoint length: 14-21 slides (not including title, introduction, and references slides)
Font should not be smaller than size 16-point
References slide (a minimum of 2 outside scholarly sources plus the edapt and/or the weekly lesson for each course outcome)
Review the following work sample, which exemplifies the type of information you should include in your presentation: Sample PresentationLinks to an external site.
Grading
This activity will be graded based on the Project Grading Rubric.
Outcomes & Resources
CO 1: Assess theoretical perspectives related to human behavior, including physiological explanations for changes in behavior.
Chamberlain Library search page: Research MethodsLinks to an external site.
CO 2: Analyze the processes of sensation and perception, and the factors that affect consciousness.
Chamberlain Library search page: PerceptionLinks to an external site.
CO 3: Examine the physiological and psychological impact of stress, and various techniques for stress management.
Chamberlain Library search page: AmnesiaLinks to an external site.
CO 4: Illustrate models of learning and memory.
Chamberlain Library search page: MotivationLinks to an external site.
CO 5: Analyze key theories on motivation and personality.
Chamberlain Library search page: LifespanLinks to an external site.
CO 6: Describe the major physical, cognitive, and social developmental changes that occur from infancy to adulthood.
Chamberlain Library search page: Stress ManagementLinks to an external site.
CO 7: Describe different types of psychological disorders, schools of thought on possible causes, and how society responds to people living with mental disorders.
Chamberlain Library search page: Psychological DisordersLinks to an external site.

 
LONG-TERM MEMORY
The three-store memory theory—an earlier theory of memory—sug

 
LONG-TERM MEMORY
The three-store memory theory—an earlier theory of memory—suggested that memory moved from sensory experience to a temporary store in the brain. Once there, if attended to, it would be transferred to a short-term memory store. If entered into a process called “rehearsal,” this short-term memory would enter long-term storage.
The levels-of-processing theory of memory came into being in part as an answer to the three-story theory. Rather than focusing on the notions of storage and rehearsal, this theory emphasized the role of process in the development of long-term memory. Theorists suggested that memories are formed inherently through the cognitive processes used to absorb information.
In this Discussion, you describe and analyze an occasion of long-term memory loss that you experienced. You then explain how to improve long-term memory function.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources. 
With these thoughts in mind:
Post a brief description of an example of long-term memory loss that you have experienced. Then explain your long-term memory loss within the context of the three-store memory theory and levels of processing memory theory. Finally, explain strategies you might use to improve your long-term memory function.
Be sure to support your postings and responses with specific references to the Learning Resources.
RESOURCES/REFERENCES
 
 
Dixon, R. A., Rust, T. B., Feltmate, S. E., & See, S. K. (2007). Memory and aging: Selected research directions and application issues. Canadian PsychologyLinks to an external site., 48(2), 67–76.
Park, D. C., & Gutchess, A. H. (2006). The cognitive neuroscience of aging and culture. Current Directions in Psychological ScienceLinks to an external site., 15(3), 105–108.
Rose, N. S., Myerson, J., Roediger, H. L. III, & Hale, S. (2010). Similarities and differences between working memory and long-term memory: Evidence from the levels-of-processing span task. Journal of Experimental Psychology: Learning, Memory, and CognitionLinks to an external site., 36(2), 471–483.
Squire, L. R., & Wixted, J. T. (2011). The cognitive neuroscience of human memory since H.M. Annual Review of NeuroscienceLinks to an external site., 34, 259–288. 

 
MEMORY AND AGING
The human aging process brings natural changes to memory func

 
MEMORY AND AGING
The human aging process brings natural changes to memory function. Recently-acquired declarative memory is most vulnerable, while procedural memory tends to remain intact longer. The name of a new acquaintance or movie title may slip, while one might recall precise details of childhood experiences that occurred decades in the past. These symptoms of memory loss are quite normal. Though they can cause frustration, they do not indicate pathology.
The types of memory loss caused by dementia and Alzheimer’s disease, however, present cause for concern. Memory loss brought on by aging should not impede normal functioning, whereas pathological memory loss may. The experiences of individuals with dementia may demonstrate dramatic losses of procedural memory, such as ability to access frequently used words. Individuals may lack awareness that memory loss is occurring, which can cause significant confusion and disorientation. Ultimately, the ability to store new memories may also suffer.
In this Discussion, you describe memory changes that occur during the lifetime. You also examine differences between pathological and natural memory loss.
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources. 
With these thoughts in mind:
BY DAY 4
Post a brief description of symptoms of memory changes during the lifetime. Then compare the implications of expected changes in aging such as declines in working memory capacity and speed of processing with pathological conditions such as anterograde amnesia and precipitous loss of semantic memory.
Be sure to support your postings and responses with specific references to the Learning Resources.
REFERENCES/RESOURCES
 
Dixon, R. A., Rust, T. B., Feltmate, S. E., & See, S. K. (2007). Memory and aging: Selected research directions and application issues. Canadian PsychologyLinks to an external site., 48(2), 67–76.
Park, D. C., & Gutchess, A. H. (2006). The cognitive neuroscience of aging and culture. Current Directions in Psychological ScienceLinks to an external site., 15(3), 105–108.
Rose, N. S., Myerson, J., Roediger, H. L. III, & Hale, S. (2010). Similarities and differences between working memory and long-term memory: Evidence from the levels-of-processing span task. Journal of Experimental Psychology: Learning, Memory, and CognitionLinks to an external site., 36(2), 471–483.
Squire, L. R., & Wixted, J. T. (2011). The cognitive neuroscience of human memory since H.M. Annual Review of NeuroscienceLinks to an external site., 34, 259–288. 

Instructions are attached 
Psychiatric Diagnosis case in PSY645 – Antisocial Per

Instructions are attached 
Psychiatric Diagnosis case in PSY645 – Antisocial Personality Disorder: Dee’s Case – Attached !

 Using the ACA Code of Ethics and other resources, discuss how boundaries affect

 Using the ACA Code of Ethics and other resources, discuss how boundaries affect your relationship during clinical supervision. What is the potential for a dual relationship or boundary crossing during clinical supervision? 

 
In this assignment, you will examine the six core philosophical beliefs of wor

 
In this assignment, you will examine the six core philosophical beliefs of worldview presented in the topic Resources.
This may be the first time you have thought deeply about what you believe, so give yourself time to reflect on each question. You will also have the opportunity to examine your worldview according to a test given in the textbook and to express what you think the Christian faith is all about.
Based on the basic components of worldview presented in Chapter 2 of The Beginning of Wisdom and the topic overview, follow the directions in the “Basic Components of Worldview” document.
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.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Reminder: This is a templated document so the LopesWrite score will be higher due to the directions and questions.

 refer:  “The emotional carryover effect in memory for words,” 
summary of the s

 refer:  “The emotional carryover effect in memory for words,” 
summary of the study in which you do the following:
Describe the study.
What was the hypothesis?
What methods were used to test the hypothesis?
What were the results?
Provide an analysis of the ethical considerations of the study.