Category: Psychology homework help

To prepare for this Discussion:
Review Chapter 7 of the Ravitch and Carl cour

To prepare for this Discussion:
Review Chapter 7 of the Ravitch and Carl course text and the Shenton article related to trustworthiness in qualitative research.
Use the Course Guide and Assignment Help to search for an article related to trustworthiness and/or quality in qualitative research.
Post an explanation of how you ensure the quality, trustworthiness, and credibility of your qualitative research. Provide examples of specific techniques and strategies. Use your Learning Resources as well as the article you found in your search to support your explanation. Use proper APA format, citations, and referencing. 

To prepare for this Discussion:
Review Chapter 7 of the Ravitch and Carl cour

To prepare for this Discussion:
Review Chapter 7 of the Ravitch and Carl course text and consider ethics in qualitative research.
Use the Course Guide and Assignment Help to search for an article related to protecting privacy, minimizing harm, or respecting the shared experience of others.
Post an explanation of the unique ethical challenges of protecting privacy, minimizing harm, and respecting the shared experience of others. Use your Learning Resources to support your explanation as well as the article you found in your search. Use proper APA format, citations, and referencing. 

To prepare for this Assignment:
Review the social change articles found in th

To prepare for this Assignment:
Review the social change articles found in this week’s Learning Resources.
Trustworthiness—summarize across the different data sources and respond to the following:
What themes are in common?
What sources have different themes?
Explain the trustworthiness of your findings, in terms of:

Credibility
Transferability
Dependability strategies
Confirmability

 
Based on the results of your analyses, how would you answer the question: “What is the meaning of social change for Walden graduate students?”
Self-Reflection—Has your own understanding of you as a positive social change agent changed? Explain your reasoning.
Based on your review of the three articles on social change, which one is aligned with your interests regarding social change and why?
Submit Parts 1, 2, 3, and 4 of your Major Assignment 2. 

 
 
PROBLEM SOLUTION
Continuing with the exploration of solutions to your Capst

 
 
PROBLEM SOLUTION
Continuing with the exploration of solutions to your Capstone Project that you began in Week 8, choose one solution to the problem for this paper. Be sure to support your solution with information cited from the academic literature. For this Assignment, you will need to incorporate the ideas that you received in the Week 8 Discussion. Conclude with a description of the positive social change that could result from the implementation of this solution.
RESOURCES
Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources. WEEKLY RESOURCES 
Walden University Center for Social Change. (2019). How Walden’s eight features of social change come to life Download How Walden’s eight features of social change come to life. Retrieved from https://academicguides.waldenu.edu/ld.php?content_id=38386342 (previously read in Week 8)
Walden University Career Planning and Development. (n.d.). Social change seriesLinks to an external site.. Retrieved November 23, 2019, from https://academicguides.waldenu.edu/careerservices/careerwebinars/socialchange 
To prepare:
Review the potential solutions generated in Week 8, and identify one solution to address the Capstone problem.
Review the feedback provided in the Week 8 Discussion and incorporate any ideas or suggestions.
Consider the following questions to evaluate and explain the solution you have selected:  

Is the solution realistic; is the solution supported in the research literature?
What would be the advantages and challenges to implementing the solution?
What are the barriers to implementing this solution?
What are the consequences of the solution, and who would be impacted?
What is the potential for social change?

From the Learning Resources “Social Change Series” web resource, choose and review one or more of the social change webinars that are of relevance and interest to you. Think about your Capstone problem and how you might promote positive social change.
Assignment (2–3 pages, in addition to the title page and reference page) 
Based on the scientific knowledge and research skills that you acquired throughout the program, develop a solution that could lead to a successful resolution of the problem.
Explain advantages and challenges to the implementation of this solution. 
Conclude with a minimum of 2 paragraphs describing the potential for positive social change that could result from this solution and how you might promote positive social change.
BY DAY 7

 
QUESTION 1
The best way to deal with confounding variables is tostatistical

 
QUESTION 1
The best way to deal with confounding variables is tostatistically control for their effects after your experiment has been conducted.adjust your independent variables during your experiment when you discover the confounding.carefully plan how your independent variables are to be executed.
3.7 points   
QUESTION 2
Confounding variablesshould be included in your experiments, because they clarify causal relationships among variables.can be eliminated by using factorial designs.can be substituted for independent variables.pose a serious threat to the internal validity of experiments.
3.7 points   
QUESTION 3
Within-subjects designs cope with the problem of error variance bymatching subjects prior to random assignment to conditions.treating each individual as a separate unit in the statistical analysis of the data.using the same subjects in all treatment conditions.using different subjects in each treatment condition.
3.7 points   
QUESTION 4
According to the text, a disadvantage of a within-subjects design is thatit is less powerful than a between-subjects design.more subjects are required than in a between-subjects design.each subject must spend more time in your experiment and may become fatigued.matching of subjects becomes cumbersome even in simple within-subjects designs.
3.7 points   
QUESTION 5
Within-subjects designs are most useful whensubject differences contribute heavily to variation in the dependent variable.carryover effects are large.carryover effects vary unpredictably.subject differences do not significantly affect the value of the dependent variable.
3.7 points   
QUESTION 6
In the ________ design, you chart changes in behavior as a function of some naturally occurring event.interrupted time seriestime seriestime samplesSolomon four-group
3.7 points   
QUESTION 7
In the ________ design, treatments are administered repeatedly and alternated with periods of observation.nonequivalent control groupequivalent time samplesinterrupted time seriesSolomon four-group
3.7 points   
QUESTION 8
A drawback to quasi-experimental research studying the impact of naturally occurring events on behavior is thatsuch events rarely occur.it is difficult to predict when such events will occur.when natural events occur, they are usually too subtle to have a great impact on behavior.
3.7 points   
QUESTION 9
Quasi-experimental research is used whenyou can manipulate independent variables only in the field.participants can be randomly assigned to treatment groups.random assignment of subjects is not possible.
3.7 points   
QUESTION 10
A ________ design includes a single dependent variable.univariatemultivariatesingle-factormultifactor
3.8 points   
QUESTION 11
The presence of error variancemakes it difficult to determine if your independent variable was effective.makes it easier to determine if your independent variable was effective.increases the internal validity of an experiment.increases the external validity of an experiment.
3.7 points   
QUESTION 12
Participants in one group of an experiment on the effects of a drug on behavior receive a sugar pill rather than either an active drug or no drug. Those participants constitute acompound control group.placebo control group.blind control group.
3.7 points   
QUESTION 13
In the nonequivalent control group design,a second group of subjects is included that is not exposed to your treatment.observations are made only after introduction of your treatment.observations are made only before introduction of your treatment.periods of observation are alternated with repeated introductions of your treatment.
3.7 points   
QUESTION 14
As a way of handling the sensitizing effects of a pretest, Campbell and Stanley (1963) suggestusing a cohort-sequential design.eliminating the pretest entirely and running your study as a true experiment.allowing several weeks to elapse between the pretest and posttest.
3.7 points   
QUESTION 15
One way to combine experimental and correlational designs is to includea between-subjects and a within-subjects factor in an experimental design.a quasi-independent variable in an experiment.multiple dependent variables in an experiment.
3.7 points   
QUESTION 16
A design in which every possible order of treatments is represented once is theLatin square design.partially counterbalanced design.Solomon four-group design.completely counterbalanced design.
3.7 points   
QUESTION 17
The most serious form of carryover effects occurs when your experimental treatment producesfatigue.habituation.learning.irreversible changes.
3.7 points   
QUESTION 18
________ involves assigning the various treatments of the experiment in a different order for different subjects.CounterbalancingReverse orderingEqualizing=
3.7 points   
QUESTION 19
The matched groups design is most useful whena randomized two-group design would be too time-consuming.you suspect that some subject characteristic is correlated with your independent variable.you suspect that no relationship exists between subject characteristics and your dependent variable.you cannot manipulate independent variables.
3.7 points   
QUESTION 20
To ensure internal validity of a pretest−posttest study, you mustinclude a large sample of subjects.include a control group that is not exposed to your treatment.conduct your research in your subjects natural environment.
3.7 points   
QUESTION 21
A drawback to the randomized two-group design is that itprovides a limited amount of information about the effect of the independent variable.leaves too many sources of variance unaccounted for.is time-consuming to run.produces data that are difficult to analyze.
3.7 points   
QUESTION 22
Dr. Jones conducts a randomized two-group experiment on the effect of a drug on learning. She finds that subjects who receive the drug do more poorly on a memory test than those who do not receive the drug. Which of the following would Dr. Jones be justified in concluding?There is a linear relationship between the independent variable and the dependent variable.There is a curvilinear relationship between the independent variable and the dependent variable.There is no relationship between the independent variable and the dependent variable.It would be dangerous to speculate on the nature of the function relating the independent and dependent variables.
3.7 points   
QUESTION 23
If you vary the quantity of a drug administered to subjects by using 10 mg, 20 mg, and 40 mg, you are using a ________ design.parametricnonparametricmultifactor
3.7 points   
QUESTION 24
In a memory experiment, you expose one group of participants to a list of concrete words, another group to a list of abstract words, and a third group to a list of concrete and abstract words. This design is a ________ design.single-factor parametricsingle-factor nonparametrictwo-factor parametrictwo-factor nonparametric
3.7 points   
QUESTION 25
________ occur(s) when a previous treatment alters the observed behavior in subsequent treatments.Error varianceCarryover effectsExperimenter biasSensitization effects
3.7 points   
QUESTION 26
In a factorial design, the main effects arethe effects of the most important independent variables on your dependent variable.the separate effects of each independent variable on your dependent variable.the changes in the effect of one independent variable over levels of a second.never interpreted because they yield no interesting information.
3.7 points   
QUESTION 27
A factorial design always has more than onelevel of a single independent variable.dependent variable.independent variable.
3.7 points   
 

Between 2002 and 2007, there were over 8.3 million children under the age of 18

Between 2002 and 2007, there were over 8.3 million children under the age of 18 that lived with at least one parent who was dependent on or abused alcohol or an illicit drug in a given year (SAMSHA, 2009). It is estimated that as many as 8% of these children resided in single-parent households in which their mother was dependent on or abused substances. Children in the care of substance abusing mothers are at serious risk for maltreatment, neglect, and abuse, as well as economic, academic, and socio-emotional problems (Conners, et al., 2004; Jones, 2007). Additionally, drug-abusing parents can be up to three times more likely to engage with child protective services (CPS), and if the sibling(s) is removed from the home, most parents will do what is necessary to regain custody of their children. 
Assessment is the act of determining the nature and cause of a client’s problem. During the early sessions of treatment, counselors gather data and increase their understanding of their clients. To understand our clients’ substance abuse problems, we must first try to understand our clients. This involves interviewing them, taking a history, and administering psychological tests. It is vital that clinicians avoid preconceived notions about the client and make treatment determinations based only on data collected during the initial evaluation.
For this, watch the application videos below and respond to the following. Submit Part I and Part II via the same drop box. Use well-organized paragraphs, doubled spaced, in work format, and include the APA 7th edition format when referencing external sources along with a reference page (references within 5-7 years). (NOTE: Part I and II must be a total of 4 1/2 pages.)
Part I – Video: Case of Torey who’s Mother is Addicted to Opioids. (2 1/2 pages)
1) According to the video, Torey has basically raised herself with the help of a uncle who recently passed away. Torey’s mother has presented in for treatment due to a court order in an effort to regain full custody of her daughter. Torey is devastated over the loss of her uncle and has been granted weekend visits with her mom.
Refer to Chapter 5 and prepare an outline of at least three of the skills and strategies that facilitate client change. This process must be developed in order to create a safe space that encourages the mother to move towards open dialogue about her addiction. Customize your strategies by using communication techniques such as lead-in questions, restatement, reflection, clarifying etc.
2) Life skills are vital to the change process for substance-abusing clients. First, clients need coping skills to deal with situations that would otherwise trigger associations with drug use. Discuss how you would incorporate the seven life skills to support the mother’s change process.

Part II – Video: Case of a Two-year Child Addicted to Smoking. (2 pages)

1) Suppose the parents of the two-year child has presented in to counseling due to the smoking addiction of their child. You as the addiction counselor, have been assigned the case and asked to conduct an effective substance use and mental health intake interview. To elicit a clear and broad understanding of the parents’ concerns, use the intake interview categories in Chapter 4 section 4.2 of your e-book. The intake interview must be formatted in the style of an intake assessment that is appropriate for these clients.

 
Neurocognitive disorder pertains to having brain deficits in executive functi

 
Neurocognitive disorder pertains to having brain deficits in executive functioning.  This may be displayed as an individual that is violent towards others, lacks cognitive flexibility and has inhibition dysfunctions (Walden University, LLC, 2022; American Psychiatric Association, 2013).  In other words, an individual that engages in intimate partner violence may have a neurocognitive disorder which impacts decision making and impulse control.  Additionally, individuals that suffer from neurocognitive disorders can develop by way of a traumatic brain injury after birth and result in different ways that can be exhibited emotionally and mentally (Walden University, LLC, 2022).  Detained youth tend to have neurocognitive disorders that are diagnosed with conduct disorder or oppositional defiant disorder (ODD) (Walden University, LLC, 2022; American Psychiatric Association, 2013).  For example, I counseled an 8-year-old male that was diagnosed with ODD whereby he did display neurocognitive dysfunctions.  If someone of authority or a classmate would disagree with him or if he thought someone did not like him, it would send him into a rage.  In respect to his parents that according to him, fought and argued a lot in the home.  If he was sleeping and their arguing disturbed him, he had violent thoughts towards his parents, specifically his father.  Also, he would have violent episodes at school whereby he would throw furniture at students and his teachers which resulted in him being placed in psychiatric hospitals a few times.  This client is a prime example of what type of behavior may be displayed when there are neurocognition deficits.
Williams, Chitsabesan, Fazel, McMillan, Hughes, Parsonage and Tonks (2018) argued that a high cause of death among children and the youth is traumatic brain injury (TBI).  Once TBI occurs, it can result in emotional dysregulation, social interaction deficits and increases the risk of behavior disorders (p. 1).  It has been argued that TBI can lead to personality and cognitive issues (p. 1).  TBI is defined as a “blow to the head in a fight, an assault, fall or car crash (p. 2).  Once TBI has occurred, it can impact an individual’s memory, attention, concentration and planning.  Also, due to TBI causing injury to the frontal lobe of the brain, there can be behavioral issues such as being aggressive, impulsive, making bad decisions and having a lack of control in social situations (p. 3).  Neurological dysfunctions are common among offenders which are linked to reoffending.  Lastly, childhood trauma including abuse and neglect can intensify the effects.
Explain how and why some of the symptoms associated with neurocognitive disorders contribute to criminal behavior.
Neurocognitive disorders can lead to criminal behavior.  Individuals that have experienced TBI’s tend to engage in criminal behavior (Walden University, LLC, 2022).  Also, individuals that participate in criminal behavior at an early age tend to continue a life of crime as an adult (Williams et al., 2018, p. 1).  Adult prisoners were found to have TBI (65% males; 72% females) which was the result of 5,049 participants that was conducted in 24 U.S. studies (Williams et al., 2018, p. 11).  For instance, if an offender experienced childhood trauma such as witnessing domestic violence and being abused by one of their parents, the individual will tend to become violent towards others in adulthood.  This is due to having executive functioning dysfunctions whereby decision marking and impulse and emotion control is hindered.  Sometimes individuals that suffer from neurocognitive disorders are unable to “regroup” after a trauma or tragedy and at times will exhibit or engage in violent behavior.
Explain the forensic psychological implications of neurocognitive disorder.
The forensic psychological implications of neurocognitive disorders can be tragic if psychology professionals are not properly trained.  Walden University, LLC. (2022) argued that professionals that are not neurocognitive informed can miss a lot of important aspects when it comes to assisting offenders.  For example, an offender that is violent towards others could very well be suffering from a neurocognitive disorder.  Other symptoms that would support this finding include being impulsive, unable to cope with trauma (lack of resilience) or being stuck socially or emotionally.  It is imperative that forensic psychologists are educated when it comes to all the various complications or symptoms that can exist when a neurocognitive disorder exists (Williams et al., 2018).  Being equipped with this knowledge will result in forensic professionals rendering effective treatment for clients.
References:
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596Links to an external site.
Walden University, LLC. (2022). Neurocognitive disorders: A case study. [Interactive]. Walden University Blackboard. https://class.waldenu.eduLinks to an external site.
Williams, W. H., Chitsabesan, P., Fazel, S., McMillan, T., Hughes, N., Parsonage, M., & Tonks, J. (2018). Traumatic brain injury: A potential cause of violent crime? The Lancet Psychiatry, 5(10), 836–844. https://doi.org/10.1016/s2215-0366(18)30062-2

 
Complex Post-Traumatic Stress Disorder (CPTSD) is a condition that arises fro

 
Complex Post-Traumatic Stress Disorder (CPTSD) is a condition that arises from prolonged exposure to traumatic events, particularly in situations where individuals feel trapped or powerless. CPTSD is differentiated from PTSD by its emphasis on disturbances in self-organization, affecting identity and relational capacities (American Psychiatric Association, 2013). Symptoms of PTSD include emotional dysregulation, dissociation, distorted self-perception, interpersonal difficulties, and somatic symptoms, reflecting the impact of trauma on an individual’s psychological and emotional well-being (American Psychiatric Association, 2013).
Neurocognitive disorders, such as traumatic brain injury, can contribute to criminal behavior through various symptoms. Research shows that individuals with neurocognitive disorders may exhibit impulsivity, poor judgment, aggression, and irritability, which increase the risk of engaging in criminal activities (Miles et al., 2021; Williams et al., 2018). For example, impaired impulse control and disinhibition following traumatic brain injuries can lead to impulsive and potentially criminal behavior, as individuals may act without considering consequences or social norms (Bejenaru & Ellison, 2021).
Anna, from this week’s interactive media, presents several symptoms that can be associated with CPTSD and a neurocognitive disorder from the traumatic brain injury due to domestic violence. In addition to the brain injury, she has a history of being beaten and violently raped multiple times in her life, periods of homelessness, impulsive, high shame, cognitive deficits, alexithymia, executive function impairments, adaptive functioning impairments, sleep issues, paranoia, high anxiety, and dissociation. 
The forensic psychological implications of CPTSD are significant in legal contexts. Individuals with CPTSD may exhibit complex patterns of victimization and offending, where their trauma history influences maladaptive coping strategies and interpersonal difficulties that manifest in criminal behavior (American Psychological Association, 2013). Understanding the role of trauma in shaping an individual’s behavior is crucial for assessing criminal responsibility and determining appropriate legal interventions. Forensic psychologists often evaluate how trauma-related symptoms may have affected an individual’s mental state and decision-making at the time of the offense (American Psychiatric Association, 2013). 
Recognizing CPTSD in forensic settings helps with treatment and rehabilitation strategies. Effective interventions may involve addressing both trauma recovery and the management of the symptoms that can contribute to criminal behavior. Tailored treatment approaches can reduce the risk of re-offending by helping individuals develop adaptive coping skills and addressing underlying trauma-related issues (American Psychiatric Association, 2013).
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. (5th edition). https://doi.org/10.1176/appi.books.9780890425596Links to an external site.
Bejenaru, A., & Ellison, J. M. (2021). Medicolegal implications of mild neurocognitive disorder. Journal of Geriatric Psychiatry and Neurology, 34(6), 513–527. https://doi.org/10.1177%2F0891988720957092Links to an external site.Miles, S. R., Hammond, F. M., Neumann, D., Silva, M. A., Tang, X., Kajankova, M., Dillahunt-Aspillaga, C., & Nakase-Richardson, R. (2021). Evolution of irritability, anger, and aggression after traumatic brain injury: Identifying and predicting subgroups. Download Evolution of irritability, anger, and aggression after traumatic brain injury: Identifying and predicting subgroups. Journal of Neurotrauma, 38(13), 1827–1833. https://doi.org/10.1089/neu.2020.7451Links to an external site.

Reply to post from Desiree DozierReply

Mark as ReadMark as Read

Expand discussion thread from Desiree Dozier1 Reply, 1 Unread1 Reply, 1 Unread

 Jul 25 8:17pmLast reply Jul 26 6:44amManage Discussion by Dovie D Williams
Rep

 Jul 25 8:17pmLast reply Jul 26 6:44amManage Discussion by Dovie D Williams
Reply from Dovie D Williams
Define and explain the neurocognitive disorder exemplified in the interactive media program “Neurocognitive Disorders: A Case Study” based on the “DSM-5” and the scholarly articles found in this week’s Learning Resources.
Neurocognitive disorder pertains to having brain deficits in executive functioning.  This may be displayed as an individual that is violent towards others, lacks cognitive flexibility and has inhibition dysfunctions (Walden University, LLC, 2022; American Psychiatric Association, 2013).  In other words, an individual that engages in intimate partner violence may have a neurocognitive disorder which impacts decision making and impulse control.  Additionally, individuals that suffer from neurocognitive disorders can develop by way of a traumatic brain injury after birth and result in different ways that can be exhibited emotionally and mentally (Walden University, LLC, 2022).  Detained youth tend to have neurocognitive disorders that are diagnosed with conduct disorder or oppositional defiant disorder (ODD) (Walden University, LLC, 2022; American Psychiatric Association, 2013).  For example, I counseled an 8-year-old male that was diagnosed with ODD whereby he did display neurocognitive dysfunctions.  If someone of authority or a classmate would disagree with him or if he thought someone did not like him, it would send him into a rage.  In respect to his parents that according to him, fought and argued a lot in the home.  If he was sleeping and their arguing disturbed him, he had violent thoughts towards his parents, specifically his father.  Also, he would have violent episodes at school whereby he would throw furniture at students and his teachers which resulted in him being placed in psychiatric hospitals a few times.  This client is a prime example of what type of behavior may be displayed when there are neurocognition deficits.
Williams, Chitsabesan, Fazel, McMillan, Hughes, Parsonage and Tonks (2018) argued that a high cause of death among children and the youth is traumatic brain injury (TBI).  Once TBI occurs, it can result in emotional dysregulation, social interaction deficits and increases the risk of behavior disorders (p. 1).  It has been argued that TBI can lead to personality and cognitive issues (p. 1).  TBI is defined as a “blow to the head in a fight, an assault, fall or car crash (p. 2).  Once TBI has occurred, it can impact an individual’s memory, attention, concentration and planning.  Also, due to TBI causing injury to the frontal lobe of the brain, there can be behavioral issues such as being aggressive, impulsive, making bad decisions and having a lack of control in social situations (p. 3).  Neurological dysfunctions are common among offenders which are linked to reoffending.  Lastly, childhood trauma including abuse and neglect can intensify the effects.
Explain how and why some of the symptoms associated with neurocognitive disorders contribute to criminal behavior.
Neurocognitive disorders can lead to criminal behavior.  Individuals that have experienced TBI’s tend to engage in criminal behavior (Walden University, LLC, 2022).  Also, individuals that participate in criminal behavior at an early age tend to continue a life of crime as an adult (Williams et al., 2018, p. 1).  Adult prisoners were found to have TBI (65% males; 72% females) which was the result of 5,049 participants that was conducted in 24 U.S. studies (Williams et al., 2018, p. 11).  For instance, if an offender experienced childhood trauma such as witnessing domestic violence and being abused by one of their parents, the individual will tend to become violent towards others in adulthood.  This is due to having executive functioning dysfunctions whereby decision marking and impulse and emotion control is hindered.  Sometimes individuals that suffer from neurocognitive disorders are unable to “regroup” after a trauma or tragedy and at times will exhibit or engage in violent behavior.
Explain the forensic psychological implications of neurocognitive disorder.
The forensic psychological implications of neurocognitive disorders can be tragic if psychology professionals are not properly trained.  Walden University, LLC. (2022) argued that professionals that are not neurocognitive informed can miss a lot of important aspects when it comes to assisting offenders.  For example, an offender that is violent towards others could very well be suffering from a neurocognitive disorder.  Other symptoms that would support this finding include being impulsive, unable to cope with trauma (lack of resilience) or being stuck socially or emotionally.  It is imperative that forensic psychologists are educated when it comes to all the various complications or symptoms that can exist when a neurocognitive disorder exists (Williams et al., 2018).  Being equipped with this knowledge will result in forensic professionals rendering effective treatment for clients.
References:
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596Links to an external site.
Walden University, LLC. (2022). Neurocognitive disorders: A case study. [Interactive]. Walden University Blackboard. https://class.waldenu.eduLinks to an external site.
Williams, W. H., Chitsabesan, P., Fazel, S., McMillan, T., Hughes, N., Parsonage, M., & Tonks, J. (2018). Traumatic brain injury: A potential cause of violent crime? The Lancet Psychiatry, 5(10), 836–844. https://doi.org/10.1016/s2215-0366(18)30062-2

 
I also wrote about the Marshmellow Test as one of my study options. I found t

 
I also wrote about the Marshmellow Test as one of my study options. I found that one rather interesting aspect of the study is how it delineates the role of attention in self-control. The primary hypothesis posits that conditions that help children mentally focus on the delayed reward will enhance their ability to wait longer. This idea aligns with Mischel and Ebbesen’s findings that attentional strategies can significantly impact delay behavior. It’s remarkable how even subtle shifts in focus, such as thinking about the reward versus engaging in a distracting task, can influence a child’s ability to wait. I appreciate how you highlighted the experimental design and the between-subjects approach. Random assignment was crucial in ensuring that differences in delay times could be attributed to the experimental conditions rather than individual differences. This design choice enhances the internal validity of the study, providing more robust evidence for the relationship between attentional focus and delay of gratification. Your discussion on the participants also brings up an important point regarding the sample’s representativeness. While the study’s sample size was relatively small and specific to children attending a university nursery school, the insights gained are nonetheless valuable (Mischel & Ebbesen, 1970).
Moreover, the age range of 3 to 5 years and 8 months was well-chosen, capturing a critical developmental period for self-control abilities. However, as you noted, this specific sample might limit the generalizability of the findings to broader populations. The procedures you described were cleverly designed to ensure that the children fully grasped what was expected of them in the experiment. According to Mischel and Ebbesen (1970), by giving the children a tour of the lab and explaining the task through a simple and engaging method like using a pretzel to signal the end of the waiting period, the researchers minimized the risk of misunderstandings. This attention to detail is one of the study’s strengths, as it helps ensure that the results accurately reflect the children’s delay behavior without being skewed by confusion or lack of comprehension. Regarding the measures and materials, the use of a 15-minute waiting period was a straightforward and effective way to quantify delay behavior. However, the lack of detailed information on the reliability and validity of these measures is a valid critique. Ensuring that the rewards were appealing to the children was another thoughtful aspect of the study design, although it introduces some variability if children’s preferences changed during the experiment. One point that could be further explored is the practical applications of these findings. Understanding how attentional focus can enhance delay of gratification has significant implications for educational settings and parenting strategies. Techniques that help children focus on long-term rewards rather than immediate temptations could be beneficial in fostering self-control and patience.
Very Respectfully,
Anthony
References
Mischel, W., & Ebbesen, E. B. (1970). Attention in delay of gratification. Journal of Personality and Social Psychology, 16(2), 329-337. https://doi.org/10.1037/h0029815