Running Head ARTICLE EVALUATION1ARTICLE EVALUATION2.docx

Running Head: ARTICLE EVALUATION 1
ARTICLE EVALUATION 2
Article Evaluation
Lana Eliot
Psychology 325
Professor Dr. Kendra Jackson
June 13, 2016
The article, Do Men with Excessive Alcohol Consumption and
Social Stability Have an Addictive Personality? gives the
reader information and research about men’s personalities when
they consume alcohol. It asks the question of whether or not
men with social stability that drink alcohol excessively actually
have an addictive personality. Drinking alcohol affects

everyone differently. Some people that drink excessively are
sometimes called “sloppy drunks” and others “mean drunks”
and so on. Drinking alcohol is addictive and that alcohol does
affect an individual’s personality. The article offers us great
information on the research and statistics of men that drink
excessively and are socially stable. I will read this article and
look at their findings to determine what answers the authors are
trying to answer. Consuming alcohol in large amounts is
dangerous to anyone. While consuming alcohol is not addictive
for most people, it will alter their personality in many ways.
Understanding how and why research like this is done and being
able to understand their findings is a benefit to anyone studying
psychology.
The authors of this article are studying men who consume
excessive amounts of alcohol to see if they have an addictive
personality. The men in this study are stated to be socially
stable, which has an effect on the research findings. The article
states, “The main objective of the present study was to
investigate personality traits in a group of male individuals with
excessive alcohol consumption and in controls by comparison
with normative data and also by a multivariate projection-based
approach” (Berglund, Roman, Balldin, Berggren, Eriksson,
Gustavsson, & Fahlke, 2011).
The article explains that there are two types of alcoholics, the
first being a Type 1 Alcoholic, which is characterized by social
stability with a later start of turning into an alcoholic. The
second type described is Type 2. Type 2 alcoholics have early
signs of alcoholism and have a serious dependence on alcohol
and may have medical health issues and in some cases, social
consequences. A Type 2 alcoholic will have more of a risk of
developing liver and kidney problems and may also have a hard
time in social settings and have a difficult time maintaining
healthy relationships. During the study, it was found that Type
2 alcoholics have a different personality profile when compared
with Type 1 alcoholics. Type 2 alcoholics are also more likely
to be aggressive, impulsive, and seek out medical prescriptions.

On the other hand, Type 1 alcoholics have very few, if any,
psychological and social symptoms.
The hypothesis that was being tested during this research was
whether or not socially stable men have an addictive personality
based on the amount of alcohol they drink. The researchers
started their study in a unique way; with a phone conversation
to see if each man was eligible for the study. The men who were
eligible were invited to the research center for an exam. They
were also studied psychiatrically using a well-structured
interview by a very knowledgeable psychiatrist that specializes
in the treatment of alcoholism at a university hospital. Among
the questions that were asked, were how many years they had
consumed the same level of alcohol and what age they were
when it started. This data was taken by the experts to be
calculated and then recorded. The participants also had to write
down how much alcohol they consumed daily, in what was
known as an Alco-card. Two weeks into the study, a nurse
evaluated the results of the participants, using the Hamilton
Depression scale. This was done to check for depression and
other anxiety symptoms. The nurse was also responsible for
administering the self-rating scale to do an assessment of the
individual’s personality profiles. The scores could be anywhere
from 0-56. (Berglund, Roman, Balldin, Berggren, Eriksson,
In this article, statistical analysis was used in several places.
First it was used in the study of all the individual raw data from
their personality tests. The PCA (principal component analysis)
is responsible for handling many different variables and few
observations and also few variables and many different
observations, offering interchangeable information. The
analysis that was done on the individuals and not the whole
group is what was tested and studied. The method is designed
mainly to remove and also display the systematic variation in
the data set
This study was conducted to find out if men who were
socially stable who drank excessive amounts of alcohol had an

addictive personality. Their assumption turned out to be correct
and they did find this answer after doing tedious, time-
consuming research.
There were several limitations to this study. The first was
that all the participants were from a population-based Swedish
Twin Registry. Also, the amount of participants was not a large
amount for this type of study. I think that the biggest limitation
was that the men in this study were all middle
aged. If the age group started at 21 and ended at 80, there might
be a larger variety of data. Also, if the population was bigger, t
he numbers might have been different.
If I had been the one conducting this research study, I would
have done a few things differently. The first thing is that I
would have had a larger group of men participate. I think that
by having a larger group, the results would have been different,
perhaps more accurate. The other thing I would have done
differently would be to include men of all ages, not just middle
aged men.
In this study, the authors and researchers used statistical testing
because it was the best and only way to determine whether or
not there was enough evidence to support or discard an
estimation, or hypothesis, about the process and the study itself.
The researchers were attempting to determine what the
relationship was between individuals and those of the control
groups. Their main purpose was to investigate personality traits
in a group of male individuals with excessive alcohol
consumption and compare this with the normative data and also
by a multivariate consumption as well as the controls had their
mean values within the normative range.
The authors of this study came to the conclusion that men that
drink alcohol excessively and were socially stable (and not
taking part in any other treatment programs) do not have a
different personality when compared to other middle-aged
socially stable men. The article states, “Our hypothesis that
male individuals with excessive alcohol consumption do not

have a specific ‘‘addictive’’ personality, was confirmed in this
study. Thus, this group as well as the population-based control
group had mean values within the normative range in all scales
of the KSP. Furthermore, the score plot in the PCA did not
indicate a between-group separation. Our findings, obtained by
either norm group comparisons or through the use of the
statistical method of PCA, are thus in agreement with our own
previous findings (Berglund et al., 2006; Eriksson et al., 2001a)
that individuals with excessive alcohol consumption do not
differ in personality patterns from a general reference
population as assessed by the Temperament and Character
Inventory (Berglund, Roman, Balldin, Berggren, Eriksson,
After testing and studying the individuals taking part in the
research study, it was determined that socially stable men with
excessive alcohol consumption do not have an addictive
personality. There was a particular age range of men that was
tested, being men in their middle age. There were a variety of
different tests performed by using statistical analysis and
testing. There were several tests performed on the participants,
in which different scores were obtained and these scores were
used to determine that men who are socially stable, in their
middle age, who consumed excessive amounts of alcohol did not
have addictive personalities. The consumption of alcohol is not
addictive in most people, however it will have an effect on their
personality and the actions they take while under the influence.
Being able to understand how and why research like this and
research that is similar to this is done, there will be a better
understanding of human nature and being able to identify, using
statistical analysis, countless different studies. The possibilities
are endless. While consuming alcohol is not addictive in most
people it will alter their personality in several ways.
Understanding how and why research like this is done and being
able to understand research study findings is a benefit to anyone
studying psychology and will help people to understand many
different topics.

Reference
Berglund, K., Roma, E., Balldin, J., Berggren, U., Eriksson, M.,
Gustavsson, P., & Fahlke, C. (2011). Do men with excessive
alcohol consumption and social stability have an addictive
personality? Scandinavian Journal of Psychology, 52(3), 257-
260. doi:10.1111/j.1467-9450.2010.00872.x
Due: by 11:59pm on Sunday of Unit 6.
For the Descriptive and Evaluative Writing Assignments you
submitted in Unit 2 and 4,
you selected one of the topics below and described your
personal experience with it.
Then, you evaluated an advertisement dealing with one of these
topics. Now, you will
create an outline for your Argumentative Writing Assignment.
The outline must include your plan for answering the research
question associated with
the topic you select below:
1. Social Media and Communication
• How has social media affected society’s communication skills
in a positive

OR negative manner?
2. Gender Pay Gap
• Why or why not is there a gender pay gap in modern society,
and what
should be done to address it?
3. Arts Funding
• How necessary is arts funding in the American education
system?
This assignment is designed to demonstrate your plan for your
Argumentative Writing
Assignment. Your outline should include:
Thesis Question and Answer
Begin with the question you selected above. Then, answer the
question with a working
thesis statement that features the specific topics of your outline.
Outline of Supporting Paragraphs
Please do not include full paragraphs here. Rather, outline the
body paragraphs. In your
outline, include at least two points that support your thesis
statement as well as one
point that will address the counterargument (the other side of
your argument).
In the outline, include the names of the three scholarly and
academic articles that you
will be using in your essay and indicate where they will appear

in your supporting
paragraphs. You should also include a reference page with an
entry for each article.
Utilize the library resources to find sources for your essay.
ENG110 – College Writing
Argumentative Writing Assignment- Outline
Sample Outline Format
You may use this as a guide to formatting the outline. Please
keep in mind that you will
have to fully explain each of the areas highlighted below in
your outline.
Thesis Question
Thesis Statement
Outline of Supporting Paragraphs
A. Supporting Paragraph Topic 1
a. Explanation of Topic
b. Evidence

B. Supporting Paragraph Topic 2
b. Discussion of Countargument
c. Evidence
C. Supporting Paragraph Topic 3
b. Evidence
References page
Additional Guidlines
Follow these additional guidelines when completing this
assignment:
• Include a minimum of three APA in-text citations for the three
sources you plan to
use in the outline
• Include an APA reference page with a minimum of three
entries
• Include an APA title page
• Include a running head
• Be objective and avoid using “I,” “me,” “you,” “we,” or “us.”
• Be sure to use the Writing Tips page to help with your APA
formatting and other
resources provided in previous units of this course.
• Use your sources to support your thesis statement and
argument, but make sure

to show the reader the other side of your argument to avoid
being biased.
Students: Be sure to read the criteria, by which your
paper/project will be
evaluated, before you write, and again after you write.
Evaluation Rubric for Argumentative Writing- Outline, Intro,
Conclusion
Assignment
Emerging
0-10
Progressing
11-14
Accomplished
15-17
Exemplary
18-20
Outline Many details are not
in a logical or
expected order.
Standard outline
format is not used.

Outline may have
some discernable
organization, but
some details are not
in a logical or
expected order.
Standard format is
partially used.
Outline is
organized. Details
are placed in a
logical order.
Standard outline
format is mostly
used.
Outline is effective,
purposeful, and
well organized.
Standard outline
format is used.
Thesis
Question
and Thesis
Statement
Thesis question
and/or thesis
statement are either
not clear or not
present. Thesis
statement does not
answer the thesis
question.

Thesis is attempted
with little relation to
the thesis question.
Thesis statement is
somewhat unclear
or confusing.
Thesis is present
and answers the
thesis question.
Thesis statement
is mostly clear and
includes
supporting topics.
Thesis is present
and answers the
thesis question.
Thesis statement is
clear and includes
well thought-out
supporting topics.
Evidence No sources are
indicated in the
outline or sources
are not properly
cited in the outline.
At least one source
is indicated in the
outline. Sources are
not properly cited in
the outline.

At least two
sources are
indicated in the
outline. Sources
are mostly cited
properly in the
outline.
At least three
sources are
indicated in the
outline. Sources
are correctly cited
in the outline.
APA
Format
Paper is missing
more than two of
the following or
more than two of
the following are not
formatted correctly:
a title page,
headers, and is
double spaced in 12
pt Times New
Roman font. Paper
does not include the
use of in-text
citations and
reference page
entries.
Paper is missing two

of the following or
two of the following
are not formatted
correctly: a title
page, headers, and
is double spaced in
12 pt Times New
Roman font. Paper
does not include the
use of in-text
citations or
reference page
entries.
Paper is missing
one of the
following or one of
the following is not
formatted correctly:
a title page,
headers, and is
double spaced in
12 pt Times New
Roman font. Paper
includes the use of
in-text citations
and reference
page entries.
Paper includes all
of the following and
is correctly
formatted: a title
page, headers, and
is double spaced in
12 pt Times New

Roman font. Paper
includes very few
errors in the use of
in-text citations and
reference page
entries.
Grammar
and
Mechanics
Writing is hard to
understand
because of errors in
grammar, spelling,
and punctuation.
Word choice is
inappropriate for an
academic setting.
Sentence structure
is often unclear.
Outline rarely or
does not use the
third-person
perspective and an
objective tone.
Writing is sometimes
difficult to
understand because
of several errors in
grammar,
punctuation, and
spelling. Word

choice is sometimes
inappropriate for an
academic setting.
Sentence structure
is sometimes
unclear. Outline
inconsistently uses
a third-person
perspective and
objective tone.
Writing is easy to
understand despite
minor errors in
punctuation,
spelling, and
grammar.
Appropriate word
choice is used for
an academic
setting. Sentence
structure is mostly
clear. Outline
mostly uses a
third-person
perspective and
objective tone.
Writing is free of
almost all
punctuation,
spelling, and
grammar errors.
Appropriate word
choice is used for
an academic

setting. Sentence
structure is clear.
Outline is written in
the third-person
perspective with an
objective tone.
Week Five Discussion - Case Studies
1. This case is an 80-year-old male who is on an inpatient
rehabilitation unit and you are being asked to see the patient to
evaluate him for dementia versus delirium. The patient is a
retired professor who was living alone and independently prior
to his injury. He fell on the ice while retrieving his mail and
sustained a right hip fracture. He underwent surgery for repair
of his hip fracture two days prior to your consult. The patient
has been exhibiting the following symptoms: occasional visual
hallucinations, confusion about where he is, inconsistent recall
as to the reason he is in the hospital, and behavioral outbursts
(e.g., yelling and swearing at the staff).
2. This case is a 65-year-old married female with 16 years of
education. She works full-time as an elementary school teacher.
Her symptoms began suddenly one evening; her husband noted
she referred to the dog food as “Jell-O” and called the television
remote a “fork.” She appears to understand conversational
language and can read and write normally, but is unaware of her
paraphasic errors in speech.
3. This case is a 48-year-old male who is referred for an

evaluation of behavioral and mood changes. Over the past year,
his wife has noticed that he has become increasingly withdrawn
and isolated. He no longer enjoys any type of social interaction
and prefers to spend his time alone playing card games on his
computer. He is college educated with no previous significant
medical, neurological or psychiatric history. He works as an
engineer and has been at the same company successfully for the
past 20 years. In the past year, his supervisors have noticed
that his work quality has declined and he seems less motivated
and “excited” about his job. Tasks he had always completed
early are now being done late or not at all, and he appears
unconcerned that his job is now in jeopardy.
4. This case is a 16-year-old female with no previous history of
any psychiatric conditions, learning difficulties, or a diagnosis
of attention deficit hyperactivity disorder. She is a high school
sophomore and her parents have noticed that her mood seems to
be “up and down.” She often falls asleep if not involved in a
stimulating activity. Teachers at school note good performance
on tests, but homework is frequently turned in late and she
appears distractible and fidgety during class. She works part-
time as a waitress on the weekends but is in danger of losing her
job due to frequent tardiness over the past 6 months.
5. This case is a 19-year-old male with 12 years of education
who has worked in the field of construction successfully for the
past 2 years. His girlfriend stated that he is often inattentive;
she finds that he “spaces out” when they are talking and she
frequently has to repeat information to him. He was involved in
a car accident 6 months prior and sustained a very brief loss of
consciousness, but his Glasgow Coma Scale at admission to the
ED was 15/15. There was no evidence of pre- or post-traumatic
amnesia.
PSY625: Biological Bases of Behavior Ashford

University
Running Head: STRESS-INDUCED COGNITIVE
IMPAIRMENT 1
STRESS INDUCED COGNITIVE IMOAIRMENT 6
Stress-induced cognitive impairment
Lana Eliot
Psychology 625
Professor Beharie
January 24, 2018
Stress-induced cognitive impairment
Bondi, Corina O., Gustavo Rodriguez, Georgianna G. Gould,
Alan Frazer, and David A. Morilak, (2008). Chronic
unpredictable stress induces a cognitive deficit and anxiety-like
behavior in rats that is prevented by chronic antidepressant drug
treatment. Neuropsychopharmacology, 33 (2), 320-331.
Bondi Cornia, Gustavo Rodriguez, Georgianna G. Gould and
their fellows have published an article named Chronic
unpredictable stress induces a cognitive deficit and anxiety-like
behavior in rats that is prevented by chronic antidepressant drug
treatment in the year 2008. Journal of

Neuropsychopharmacology is the source where this article is
submitted. In this article, the authors have mainly given several
dimensions that are associated with stress which associates
primarily with the cognitive deficit, in this concern an
experiment was done on rats. This research would be helpful for
us for our medical projects related to stress and its correlation
with cognitive abilities of human beings.
Joëls, Marian, Zhenwei Pu, Olof Wiegert, Melly S. Oitzl, and
Harm J. Krugers (2006). Learning under stress: how does it
work? Trends in cognitive sciences, 10 (4), 152-158.Joëls,
Marian, Zhenwei Pu, Olof Wiegert, Melly S. Oitzl, and Harm J.
Krugers have published this research-based article in the year
2006 in the journal of trends in cognitive sciences. The central
theme of this article moves around the concept of the
consequence of stress on the learning ability of the individuals.
In this article, it is also evaluated that the hormones of stress
when released develops the transmitters in response to stress.
This is an authentic article as is reviewed by expert authors so it
could consider for a more profound study on the topic of Stress-
induced cognitive dysfunction.
Luine, Victoria, Miriam Villegas, Carlos Martinez, and Bruce S.
McEwen (1994). Repeated stress causes reversible impairments
of spatial memory performance. Brain research, 639 (1), 167-
170.
Line, Victoria, Miriam Villegas, Bruce S. McEwen and Carlos
Martinez have published this article in the year 1994. The main
ideology considered in this article is that the repeated stress has
the impairments that are reversible and these could directly
affect the spatial memory as the hormones inside the brain are
released that negatively affects the cognitive ability of the
individual. This article is authentic as the proper sources are
given with the theory along with that it is reviewed by the
scholars so it could be considered while working on the project
related to stress-induced cognitive impairment.
Mizoguchi, K. Y. (2000). Chronic stress induces impairment of

spatial working memory because of prefrontal dopaminergic
dysfunction. Journal of Neuroscience, 20 (4), 1568-1574.
Mizoguchi, K., Yuzurihara, M., Ishige, A., Sasaki, H., Chui,
D.H. and Tabira, T have published this article in the year 2000
and kept in Journal of Neuroscience. The central theme of this
article is about chronic stress that directly affects the working
memory as several chemical reactions occur inside the brain.
This article is credible as the authors have broader experience
in the field and they have provided detailed analysis on the
topic along with the supporting evidence so it could be
considered for the future project as well.
Sandi, Carmen (2004). Stress, cognitive impairment and cell
adhesion molecules. Nature Reviews Neuroscience, 5 (12), 917.
Sandi, Carmen has published this article during the year 2004
naming it as cognitive impairment, Stress, and cell bond
molecules in the Nature Reviews Neuroscience. In this article,
the author has mainly demonstrated the inside brain chemical
reaction that occurs when stress occurs it eventually affect the
brain thinking process. This article is credible as the author has
excellent experience also this report is reviewed by experts so it
could be considered for the future project as well.
Shansky, R. M., & Jennifer, L. (2013). Stress-induced cognitive
dysfunction: hormone-neurotransmitter interactions in the
prefrontal cortex. Frontiers in human neuroscience, 4 (1), 7.
In the year 2013 Shansky, R. M., & Jennifer, L has published an
article in Frontiers in human neuroscience. The primary focus
of this article is on Stress prompted cognitive dysfunction in
which the neurotransmitter of hormone interacts with prefrontal
cortex which directly affects the memory. This topic is wide,
and the resource is credible due to reviews of experts on this
source so that this article could be helpful for us in our future
projects on the same topic.
Song, Li, Wang Che, Wang Min-Wei, Yukihisa Murakami, and
Kinzo Matsumoto. (2006). Impairment of the spatial learning
and memory induced by learned helplessness and chronic mild
stress. Pharmacology Biochemistry and Behavior, 83 (2), 186-

193.
Song, Li, Wang Che, Wang Min-Wei, Yukihisa Murakami, and
Kinzo Matsumoto have published this article in the year 2006.
This article mainly is based on the Impairment of the three-
dimensional learning and reminiscence persuaded by learned
powerlessness and chronic mild stress. This article is published
in the Pharmacology Biochemistry and Behavior to help the
medical individuals. It is a credible source so we can use it in
our future projects as well.
Arnsten, A. F. (2009). Stress signaling pathways that impair
prefrontal cortex structure and function. PMCID, 410–422.
Arnsten in his article on “Stress signaling pathways that impair
prefrontal cortex structure and function” states prefrontal cortex
is the most important region of the brain that plays a vital role
in cognition. The cognitive abilities of the person highly depend
on this PFC. When our brain is exposed to even little stress that
it faces architectural changes. These changes take place in
prefrontal dent tries. This research paper present that how
intercellular signaling pathways help in mediating the
consequences of stress on prefrontal cortex. Furthermore, this
research paper demonstrates that how environmental or genetic
insults disinhibit signals of stress that leads to the development
of signals. These signals provide indicators of reflective
prefrontal cortical dysfunction that drives a man to mental
illness (Arnsten, 2009).
Andrew Holmes, a. C. (2010 ). Stress-induced prefrontal
reorganization and executive dysfunction in rodents. PMCID,
773–783.
Andrew Holmes along with his coworker performed research on
“Stress-induced prefrontal reorganization and executive
dysfunction in rodents.” In his study, he states that prefrontal
cortex shows an executive part in selecting and processing
information that controls the behavior of a person in response to
this environment. Deficiency of these functions leads a man to
mood swings, schizophrenia and anxiety disorder as well as
addiction. That induces stress and trauma. Intense stress leads

to a significant change in the remodeling of PFC. Due to
deficiency of neuronal morphology deficit in executive
functions have been recorded for example loss of working
memory, set fluctuating, cognitive tractability along with
emotive dysregulation (Andrew Holmesa, 2010). The research
paper suggests that development in stress induces changes can
help in regulating the changes in rodent’s dysfunction
Maroun, I. A. (2008). The Role of the Medial Prefrontal Cortex-
Amygdala Circuit in Stress Effects on the Extinction of Fear.
PMCID, 30873.
Maroun along with his followers in their research on “The role
of the medial prefrontal cortex-amygdala circuit in stress effects
on the extinction of fear. Neural Plast” states that exposure to
stress depends on its intensity and duration that results in
effecting the learning and cognition behavior of human.
Gamma-aminobutyric acid plays a vital role in the transmission
of signals with the prefrontal cortex and amygdala (Maroun,
2008). The results of this study explain that dysfunction of
medial prefrontal cortex-amygdala circuit is due to the stressful
experience that is induced by impaired extinction to a stressor.
Specific Aims:
The effect of stress on human beings is terrible that leads them
to different diseases. The stress comes from environment and
change in human behavior. Stress profoundly impacts or minds
that leads to damages of prefrontal cortex which plays a
prominent role in cognition (Andrew Holmesa, 2010 ). The
cognitive abilities of a human being the effect a lot in the
presences of stress. That leads to mood swings, schizophrenia
and anxiety disorder. Hence, numerous studies are carried out
on the stress-induced cognitive abilities (Joëls, 2006).
Intense stress and even the minor stress is responsible for
changes in cognition impairment. It is responsible for
significant changes in the remodeling of neurons. It also brings
changes in neuronal morphology and effects the working
memory of human beings (Luine, 1994). This study
demonstrates that how stress-induced cognitive impairment

affects the different areas of the brain (Maroun, 2008). The
impact of stress on the human brain is studied under molecular
basis induced changes. There is numerous significance of this
study that includes how the brain is affected by stress and what
stress causes cognition problems. It will further demonstrate
how molecular basis changes the prefrontal cortex. It also gives
details about pathophysiology and its association with
dysfunction in neuropsychiatric diseases. Further strategies will
also have introduced for its treatment that helps in overcoming
stress-induced cognitive impairments.
Running head: LEARNING AND COGNITIVE
PHYSCHOLOGY ANALYSIS 1
LEARNING AND COGNITIVE PHYSCHOLOGY ANALYSIS
2
Learning and Cognitive Psychology Analysis
Lana Eliot
Ashford University
Psychology 620
Professor Jackson
January 08, 201
Learning and Cognitive Psychology Analysis
TABLE OF CONTENTS

Preface
…………………………………………………………………………
…………………3
Introduction to the major topics
Traditional and learning theories
…………………………………………………………………4
Operant conditioning
…………………………………………………………………………
…..4
Classical conditioning
…………………………………………………………………………
…4
Behaviorism and social learning theory
………………………………………………………….5
Attention and memory
…………………………………………………………………………
…6
Decision-making
…………………………………………………………………………
……….6
Language acquisition
…………………………………………………………………………
…..7
Organizational and lifelong learning
……………………………………………………………..7
Major topics
Operant and classical conditioning
………………………………………………………………8
…………………………………………………………10
…………………………………………………………………………
..12
Decision-making
…………………………………………………………………………
……..14

…………………………………………………………………………
…16
Organizational and long life learning
…………………………………………………………...17
Conclusion
…………………………………………………………………………
……………19
References
…………………………………………………………………………
…………….20
Preface
To integrate the theories of learning and cognition to the
psychological world, there is the need to come up with a
handbook that tries to define the interconnection between the
different disciplines while connecting with future careers.
Learning and cognition are two words that go hand in hand and
which are inter-related in what they mean and how they are
used. Learning is the process of acquiring knowledge despite
the situation while cognition is the technique of acquiring the
same knowledge through senses, experiences, or one`s thoughts.
The handbook will bring into meaning the connection between
learning and cognition in psychology and how the different
topics are of importance to future careers in the psychological
discipline. The interaction between the different topics will also
be outlined while attributing them to the future career goals.
The chosen audience will be the students and other scholars
interested in the discipline and those who intend to explore
more in the field of learning psychology.
Introduction to the major topics
Traditional and learning theories: operant and classical
conditioning
Operant conditioning

Operant conditioning is a learning behavior or process that
involves modifying the strength of behavior through a reward or
punishment. In most situations, people tend to believe that their
actions will bring about consequences. The consequences will
either be good or bad depending on the actions the person did.
For instance, if a child does well in class, they will be rewarded
by their parent or teachers. The action will strengthen the
behavior of the child whereby the child will continue working
hard, so they receive the reward yet another time. The same
case applies if the child would be indiscipline (Sternberg et al.
2016). The teacher or the parent will take the action of
punishing the child so that they stop doing the wrong. The
action by the parent or the teacher will weaken the behavior of
the child since they will fear being punished another time. The
operant condition learning process, therefore, entails more of
strengthening the behavior by a reward or a punishment. With
my future career goals being an applied behavior analyst,
operant conditioning will be essential to determine the
behaviorism and other related techniques which affect the
people`s behaviors.
Classical conditioning
Classical conditioning is a learning process which entails a
biologically potent stimulus being paired with a previously
neutral stimulus. The learning process involves the two
environments which are the environmental stimulus and the
naturally occurring stimulus. Classical conditioning has a
tremendous influence on behaviorism. The technique of
behaviorism has some theories which include; all the learning
that takes place happens through the interactions with the
environment and that the behavior of the organism is shaped by
the environment. The basic principles of the classical
conditioning include three different phases before conditioning,
during conditioning, and after conditioning (Dunlosky et al.
2013). Classical conditioning is essential in the applied
behavior analysts’ career as it gives the different attributes of
the individual in the different stages of development.

Behaviorism
The theory of behaviorism outlines those behaviors that are
acquired from the surrounding without having to involve the
mind. It’s the norm of every organism to be affected by the
things that are happening in their vicinity. Most of the
behaviors will be impacted to the people through reinforcement
or punishment. There is no organism including the human being
who likes or wants to be punished. The behavior therefore of
avoiding the issues that will lead to punishment be it positive or
negative is what behaviorism aims to address. Behaviorism can
be classified into three types including methodological
behaviorism, logical behaviorism, and psychological
behaviorism (Ormrod, 2013). As the word of my future career
suggests, applied behavior analyst will use much of the
behaviorism to define how well an individual behaves and why
they do so.
Social learning theory
The theory of social learning outlines that people learn the
behaviors from their peers or one another through imitation,
modeling, and observation. In most cases, people tend to take
the behaviors of the people around them. Children will take
after what their parent do be it good or bad. They will not be
determining the good or the bad in action at that point as long
as their parent is doing it. The learning process, therefore,
happens through imitating what the others are doing and
wanting to be like them. The things that the children will see
their peers on the TVs doing can also impact their behaviors.
The TV in the situation will play a part in the environment since
that is what the children have and will learn from.
Attention
The principle of attention explains that people will learn when
they focus on the task that they are performing. When a child or
even an adult is doing a certain task, they are able to
accomplish it out of the attention they generate (Sternberg,

2016). If in case they are distracted they will shift their
attention to the distractor. The mind of the human being,
therefore, shifts with the attention, and therefore the learning
process is affected.
Memory
The principle of memory draws its technique from maintaining
information overtime which sticks in the mind of the human
being, and they develop it as a behavior. The information that
we will draw from the past will be used continually in the future
and the present becoming the behavior. If a child remembers of
what their parent required them to do when they were young,
they will tend to follow that to avoid being punished (Estes,
W2014). The past has been brought to the future through the act
of remembering. The memory learning process has three stages;
encoding, storage, and retrieval.
Decision-making
Decision-making can be defined as the cognitive process which
results in the selection of a course of action or a belief which is
from a pool of alternative possibilities. Organisms tend to
choose from a pool of alternatives based on the best one which
will favor the situation they are in. For example, if one wants to
reach the town faster, they will choose an alternative route
which they are sure does not have traffic congestion at that time
(Dunlosky et al. 2013). There may be many roads leading to
town, but because they are in a hurry, they will avoid traffic and
take the road with less traffic. The decision-making process is
characterized by the needs, preferences, and the values that
guide the individual.
The language acquisition theory defines that the human being
will acquire the art of using a particular language or symbols
out of the environment they are in. The process of learning a
particular language is influenced by the people around and the
rewards present. For example, if a child says ‘milk’ and the
mother smiles giving them a cup of milk, they will keep on
repeating the same out of the reward they get. The child will,

therefore, continue learning the specific language if the mother
continues rewarding anytime they pronounce the words
correctly. The theory can be termed as the behaviorist theory of
language acquisition.
Organizational and lifelong learning
Organizational learning is defined as the process of creating,
retaining, and transferring insights and knowledge from one
person to another in an organization. Organizational learning
theory outlines the process through which the organization will
create knowledge which is through experience. With several
years of experience, the organization will be able to determine
the best thing to do. There are four different units where
knowledge is created in an organization including individual,
group, organizational, and inter-organizational. The technique
that is used to measure the organizational learning is the use of
a learning curve.
Lifelong learning is defined as the ongoing self-motivated and
voluntary pursuit of knowledge by a person for various reasons
which may be personal or professional. The lifelong learning
process, therefore, can be seen to be gradual. Behavior wise the
lifelong process can be seen as the gradual behaviors that one
learns as they interact with people or in their daily activities
that are optional and voluntary (Estes, W2014). The behavior
changes may be in a way impacted by the environment they are
in, but if the person is not willing, they will not adopt such
behaviors. In organizations, the trend is common where there
are some who may change out of the situations they face while
others will change willingly since they want to learn new things
in their career.
Major topics
Traditional learning theories
Operant and classical conditioning
Both operant and classical conditioning are seen to derive their
behavior features from the environment one is around. The
operant conditioning mostly deals with bringing or coming up
with behavior out of the surrounding happenings as opposed to

the mental feelings. Operant conditioning means the process
where an individual or an organism changes their behaviors or
adapts to new ones by the use of reinforcement which is given
after the desired response be it a rewards or punishment. There
are three types of responses that can follow the operant
conditioning. The neutral operant is a response from the
environment that will neither increase nor decrease the
probability of the behavior being repeated (Gormezano,
Prokasy, & Thompson, 2014). The second one is reinforced
which is a response that increases the probability of the
behavior bring repeated and can either be positive or negative.
Punishers are the last response which reduces the probability of
the action or the behavior from being repeated.
https://www.google.com/search?q=operant+conditioning&rlz=1
C1CHBD_enKE729KE729&source=lnms&tbm=isch&sa=X&ved
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Classical conditioning, on the other hand, involves the
individual learning through the environment which will shape
their behaviors. Classical conditioning works in three phases the
first one being before conditioning which requires a naturally
occurring stimulus which will automatically elicit a response.
The best example will be salivating from the smell of a sweet
aroma from a restaurant. During conditioning involves the
previously neutral stimulus being repeatedly paired with the
unconditioned stimulus (Sternberg, 2016). For instance, if the
sweet smell was accompanied by a unique sound, every time
one hears the sound they will the problem get hungry. After
conditioning is the last phase which is the learned response to
the previously neutral stimulus. The individual, in this case,
will associate the sweet smell with the sound, and therefore the
behavior will develop a habit. In my future career of applied
behavior analyst, there will be more of defining the different
conditions and the environments that will trigger a certain
behavior from developing (Ormrod, 2013). Behaviorism will be

more incorporated into the research and determination process
that will help define why people develop certain trends and how
effectively they may apply them in life. The behavior shaping
will be attributed to the successive approximation.
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&biw=1366&bih=588&tbm=isch&sa=1&ei=SWxTWt6ADMehU
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i1GhbS4I#imgrc=t5NDj0W18q1CBM:
Behaviorism theory looks into the observable behaviors that are
acquired from the environment without involving the mind. The
assumption that the theory is based on is that the behaviors will
be impacted by the surroundings either through the
reinforcement process or punishment. The theory of
behaviorism looks into the characters using three techniques
(Lachman et al. 2015). The first one is the methodological
behaviorism which is concerned with the psychology of the
human beings and other organisms to define their behaviors and
look into why they behave in such a way.
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The subtopics that can be attributed to this theory include
problem-solving and mentorship. With methodological
behaviorism, one is able to define why people make the
decisions they make and what triggers them to choose others as
compared to the alternatives (Estes, W2014). The mentorship
attribute will also be affected by trying to define why the people
tend to follow certain characters as compared to others. Is it on

the basis of punishment or reinforcement? The other
behaviorism theory is the analytical behaviorism which defines
that every mental sentence can be translated into behavior.
Psychological behaviorism, on the other hand, attempts to
explain the person’s behavior with regards to the external
stimuli, reinforcements, learning histories, and responses. These
attributes are believed to have an impact on what the person
does and how well or badly they do it.
Social learning theory attributes to the behavior of the people in
that they learn things from others through imitation,
observation, and modeling. Many are the situations where
people will follow what others are doing if they see them being
rewarded (Dunlosky, et al. 2013). In a situation where a student
is always rewarded for being position one in class, his fellows
will follow so they also are awarded. Individual and group
learning can be associated with the social learning theory since
it brings in the sense of learning from other people to avoid
punishment or to be rewarded. Lifelong learning is another
topic that can be attributed to the social learning theory since
it’s all about looking into what others do to define what best to
follow. For instance, children will follow the behaviors of their
parent be it good or bad. However, if they see the parents are
being punished or are suffering out of certain behaviors, they
will avoid them so they do not suffer. The career of applied
behavior analysts will require the analysis of why people do
what they do and what possible causes would have led them to
do so.
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bRhOgL&q=social+learning+theory&oq=social+learning+theory
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:

The principle of attention explains that people will learn when
they focus on the task that they are performing. Putting in mind
that we all have the same allocation of time, there is the need to
create a distraction if we need to get other people`s attention.
The distractions can either be positive or negative. With a
positive distraction, the person will draw their attention from
what they have been doing and take it to what new has come up
(Solso, et al. 2013). Their repeated distraction will continuously
shift the attention and this will develop as a habit and
eventually a behavior. An opportunity arises if the distraction
caused will be of benefit. However, there are those distractions
that come as threats. The human mind will register that there is
a distraction but if they are not benefiting through it they will
develop a habit of ignoring it (Gormezano, Prokasy, &
Thompson, 2014). They will be reluctant to pay attention as
they are assured of less or no benefits out of the distractions.
Behaviorism can be attributed to the attention theory since there
are behaviors that are developed out of what is presented to the
person which registers in their minds. They will develop a habit
of either responding or ignoring it depending on the benefits
they get. As an applied behavior analyst there is the need to
define the degree to which the people create attention on certain
matters and what makes them do so.
Memory The principle of memory draws its technique from
maintaining information overtime which sticks in the mind of
the human being, and they develop it as a behavior. Every time
a thing happens the mind of the human being, or any organism
records it. Some situations will always be remembered when
something comes up. For instance, in the case of a child, they
will always remember what their parent told them to do when
they were young. They will remember what they were told to do
and to avoid punishment they will do the thing out of the
memory they had.

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SEh7gL&q=memory+in+psychology&oq=memory+&gs_l=psy-
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The behavior of the human being is highly attributed to the
memory created and retrieved. The stages of memory theory are
encoding storage and retrieval. Effects of demographic
differences in learning can be applied whereby people tend to
remember what they were taught for instance by their religion
and will end up acting as required. It’s their behavior to do
certain things according to religion, and their memory will
remind them to do so.
Decision-making
Decision-making can be defined as the cognitive process which
results in the selection of a course of action or a belief which is
from a pool of alternative possibilities. Every organism tends to
make a decision on the basis of their needs. There are those that
will make a decision to do something to avoid punishment while
others will do it to ensure they get rewarded. The preferences
and the needs of the person will, therefore, make them decide
on the best move to take. Decision-making is highly attributed
to the sub-topic of problem-solving. When solving a specific
problem, there are certain issues that one may tend to consider.
If one wants to pass their exams, they must decide what to
forego and what to concentrate on. One may decide to avoid the
play station for the few months they will be studying to ensure
they invest all their time in learning (Sternberg, 2016). The
decision they have made was as a result of wanting to pass their
exams. The problem they have solved here is failing the
examinations, and therefore the two are seen to be interrelated.
Memory development and retention is another sub-topic that can
be attributed to decision-making. If one decides to retain certain
things in mind because they are useful to him or her, he must
have made a decision. The mind, however, has the ability to

remember everything that one sees or hears, but it’s the person
to decide on what to continuously remember without a struggle
(Klein, & Mowrer, 2014). As an applied behavior analysts, there
is the need to define what people want to remember and what
caused them to do so as to define the reasons they acquire the
specific behaviors.
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ab..19.8.1893...0j0i67k1.0.m3U7BI5W2d4#imgrc=D_hnOE3zvF
CYYM:
The theory of language acquisition defines that the human being
will acquire the art of learning a specific language and the use
of words and symbols from the environment they are in. There
are many situations that people can learn languages from. There
are however those specific issues that will make one learn a
language with ease. In our example of the child mentioning the
world ‘milk’ correctly and the mother smiles, while giving them
milk, we can see a developmental aspect exhibited. The child
may at first not be able to say the word correctly (Dunlosky et
al. 2013). However, the mother will keep on mentioning the
word ‘milk’ and gives it to her son. The learning process will be
gradual, and the child will learn the language with time.
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ab..1.0.0....0.08YXHk-u4fE#imgrc=j8jLR3AeCMo9WM:
Social learning theory is a sub-topic that can be associated

psychologically with the language acquisition theory on the
basis of the surroundings. The child will be able to learn the
language from what the mother tells them. Memory development
and retention also play a major role since the child must
remember what he was told yesterday and pronounce it today
(Gormezano, Prokasy, & Thompson, 2014). Without the correct
pronunciation, the child may fear they will not be rewarded
what they want. If they pronounce the word milk incorrectly,
the mother may not know what they want and may end up giving
them the wrong specification. Language acquisition is seen to
be affected by the environment one grows in. Their behaviors
will also affect the behavior of the person learning the
language. As an applied behavior analyst, the behaviorism the
people will acquire will help me decide on the possibility of the
child learning or not learning the language with ease.
Organizational and long-life learning
Organizational learning is defined as the process of creating,
retaining, and transferring insights and knowledge from one
person to another in an organization. In an organization, there is
the need to develop the employees as well as the management
depending on the changes in the industry (Estes, W2014). The
behavior that people have in an organization to change may
either be voluntary or for professional reasons. Every
organization requires that their employees develop career-wise
for their benefit and that of the company. There are those who
may be developing their skills for the sake of retaining their
jobs while others are willing to explore the career world. All
these behaviors will be determined by the kind of environment
that the employees are in and what motivates them to do so.
There are companies that reward employees who do well in their
positions and also those with better skills. The motivation will
affect everyone in the company since they all want to be
rewarded. It’s a triggering option that sees everyone wanting to
learn out of the rewards available. Behaviorism can be
attributed to the organizational learning since the environment

can require them to learn to remain in the company.
&biw=1366&bih=588&tbm=isch&sa=1&ei=A3RTWqSbLYLtUs
u8h4AL&q=long+life+learning+theory+&oq=long+life+learning
+theory+&gs_l=psy-
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ab..19.6.2081...0j0i67k1j0i8i30k1j0i24k1j0i10i30k1.0.9YJAYe
Dh7Uk#imgrc=30a3h5GtEdbpuM:
Lifelong learning is defined as the ongoing self-motivated and
voluntary pursuit of knowledge by a person for various reasons
which may be personal or professional. Lifelong learning can be
in organizations or real life. To determine the behavior of
people and why they do so, we can consider the reasons why
one will want to learn (Klein, & Mowrer, 2014). Problem-
solving can be one of the reasons why people would want to
learn. We learn so we can solve certain problems. To determine
the behaviors, therefore, it’s wise to consider the problem-
solving techniques.
Conclusion
In the process of learning and cognition, there are different
theories that try to bring out why people behave the way they do
and what triggers them to avoid the alternatives. From the above
analysis, most of the issues that lead to behavior changes are
the environment, rewards, and punishments. Most of the
learning and cognition theories lie among the three but not
limited to it. Both children and adults will prefer to be rewarded
as opposed to being punished. The reinforcements available will
trigger them to remember and apply all that they have seen and
learned from others to be rewarded. The different topics are
interrelated whereby one theory borrows from the other. There
are different theories that can be used in the same situation to
bring out a similar conclusion. The behaviorist theory shows
how willing people are to do certain things out of the

consequences that will follow (Gormezano, Prokasy, &
Thompson, 2014). In the psychology field, there is the need to
define the different behaviors of the people and what makes
them think it’s the best option to take. To define why people,
learn differently also will be affected by the rewards or the
punishments. The punishments will either be positive or
negative and therefore will also have an impact on the person`s
behavior.
References
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., &
Willingham, D. T. (2013). Improving students’ learning with
effective learning techniques: Promising directions from
cognitive and educational psychology. Psychological Science in
the Public Interest, 14(1), 4-58.
Estes, W. K. (Ed.). (2014). Handbook of Learning and
Cognitive Processes (Volume 4): Attention and Memory.
Psychology Press.
Gormezano, I., Prokasy, W. F., & Thompson, R. F. (Eds.).
(2014). Classical conditioning. Psychology Press.
Klein, S. B., & Mowrer, R. R. (Eds.). (2014). Contemporary
Learning Theories: Volume II: Instrumental Conditioning
Theory and the Impact of Biological Constraints on Learning.
Psychology Press.
Lachman, R., Lachman, J. L., & Butterfield, E. C.
(2015). Cognitive psychology and information processing: An
introduction. Psychology Press.
Ormrod, J. E. (2013). Educational psychology: Pearson new
international edition: Developing learners. Pearson Higher Ed.
Solso, R. L., MacLin, O. H., & MacLin, M. K.
(2013). Cognitive Psychology: Pearson New International
Edition. Pearson Higher Ed.
Sternberg, R. J., & Sternberg, K. (2016). Cognitive psychology.
Nelson Education.

BudgetPrincipal Investigator: Instructor B. Jones, PhDGrant
Title:Period of Performance: 9/1/15 - 8/31/16Funds
RequestedSalariesFull Time Faculty Annual Salary$
90,000Percentage of effort10%Number of months12Full Time
A/P (10% time 12 Mo)$ 9,000Full Time Graduate Assistant
Annual$ 50,000Percentage of effort50%Number of
months12Graduate Assistant (50% time, 12 months)$
25,000Total Salaries$ 34,000Equipment$ - 0TravelTravel for
PI to one meeting to present results$ 1,500Travel for research
assistant to particpants homes$ 1,000Total Travel Costs$
2,500Participantsnumber of subjects:40payment per
subject:$50Total Participant Cost$ 2,000SuppliesComputer$
3,247Quality of Life Scale$ 1,200Office supplies (postage,
paper, etc)$ 689Total Supplies$ 5,136Total Direct Costs$
43,63637.5%Indirect Costs*16,364Total Funds Requested$
60,000
Inflation Factor - emp 1Employee Name:Contract Term:Health
Insurance TypeHealth Insurance $:(Yearly Total)Retirement
Match $$:(Yearly Total)ORP (1) or VRS (2)Fill in red cells
onlyInflation FactorInflation Factor3.00%10.00%Time
PeriodSalary + inflation IncreaseFringe Benefits (not incl
health care)Health CareTotal FringeCalculated Benefit Rate for
this salaryFICA Salary Caps7/1/2009 - 6/30/2010$ - 0- 0-
00%FICA 6.2% of $109,300, Medicare @ 1.45%7/1/2010 -
6/30/2011- 0$ - 0- 0- 00%FICA 6.2% of $114,417, Medicare
@ 1.45%7/1/2011 - 6/30/2012- 0$ - 0- 0- 00%FICA 6.2% of
$119,774, Medicare @ 1.45%7/1/2012 - 6/30/2013- 0$ - 0- 0-
00%FICA 6.2% of $125,382, Medicare @ 1.45%7/1/2013 -
6/30/2014- 0$ - 0- 0- 00%FICA 6.2% of $131,252, Medicare
@ 1.45%7/1/2014 - 6/30/2015- 0$ - 0- 0- 00%FICA 6.2% of
$137,397, Medicare @ 1.45%7/1/2015 - 6/30/2016- 0$ - 0- 0-
00%FICA 6.2% of $143,830, Medicare @ 1.45%7/1/2016 -
6/30/2017- 0$ - 0- 0- 00%FICA 6.2% of $150,564, Medicare
@ 1.45%7/1/2017 - 6/30/2018- 0$ - 0- 0- 00%FICA 6.2% of
$157,613, Medicare @ 1.45%

Inflation - emp 2Employee Name:Contract Term:Health
00%FICA 6.2% of $109,300, Medicare @ 1.45%7/1/2010 -
6/30/2011- 0$ - 0- 0- 00%FICA 6.2% of $114,417, Medicare
@ 1.45%7/1/2011 - 6/30/2012- 0$ - 0- 0- 00%FICA 6.2% of
$119,774, Medicare @ 1.45%7/1/2012 - 6/30/2013- 0$ - 0- 0-
00%FICA 6.2% of $125,382, Medicare @ 1.45%7/1/2013 -
6/30/2014- 0$ - 0- 0- 00%FICA 6.2% of $131,252, Medicare
@ 1.45%7/1/2014 - 6/30/2015- 0$ - 0- 0- 00%FICA 6.2% of
$137,397, Medicare @ 1.45%7/1/2015 - 6/30/2016- 0$ - 0- 0-
00%FICA 6.2% of $143,830, Medicare @ 1.45%7/1/2016 -
6/30/2017- 0$ - 0- 0- 00%FICA 6.2% of $150,564, Medicare
@ 1.45%7/1/2017 - 6/30/2018- 0$ - 0- 0- 00%FICA 6.2% of
$157,613, Medicare @ 1.45%
Inflation - emp 3Employee Name:Contract Term:Health
00%FICA 6.2% of $109,300, Medicare @ 1.45%7/1/2010 -
6/30/2011- 0$ - 0- 0- 00%FICA 6.2% of $114,417, Medicare
@ 1.45%7/1/2011 - 6/30/2012- 0$ - 0- 0- 00%FICA 6.2% of
$119,774, Medicare @ 1.45%7/1/2012 - 6/30/2013- 0$ - 0- 0-
00%FICA 6.2% of $125,382, Medicare @ 1.45%7/1/2013 -
6/30/2014- 0$ - 0- 0- 00%FICA 6.2% of $131,252, Medicare
@ 1.45%7/1/2014 - 6/30/2015- 0$ - 0- 0- 00%FICA 6.2% of
$137,397, Medicare @ 1.45%7/1/2015 - 6/30/2016- 0$ - 0- 0-
00%FICA 6.2% of $143,830, Medicare @ 1.45%7/1/2016 -
6/30/2017- 0$ - 0- 0- 00%FICA 6.2% of $150,564, Medicare

@ 1.45%7/1/2017 - 6/30/2018- 0$ - 0- 0- 00%FICA 6.2% of
$157,613, Medicare @ 1.45%
Sheet4
Sheet5
Running Head: TRAUMSTIC BRAIN INJURY 1
TRAUMATIC BRAIN INJURY 12
Traumatic Brain Injury and the Tool Use to Help Prevent It
PSY 625: Biological Bases of Behavior
Instructor: Dr. Roxanne Behaire
February 5, 2018
Specific Aims
Traumatic brain injury (TBI) effects more than 1.7 million
people each year with 75 to 85% fitting into the mild category.
As this number doesn’t include individual seen in private
practices or by their primary doctor, it is underestimated.
(Shenton, 2012) It has become known as a “silent epidemic”
(Shenton, 1) and the attention in its regards have heighten due
to the rising number of individuals suffering from TBI as well
as the effects it has had on soldiers throughout the years. Often
time mild TBI goes undiagnosed as it is harder to detect using
the typical computed tomography (CT) as it will not put
abnormalities, so the brain will appear to be normal. In such
events mTBI will typical rectify itself with in a few days to a
few weeks. However, when the recovery takes up to 3 months,
the could be cause for concern as it could lead to permanent
disabilities known as post-concussive symptoms (PPCS) or
more commonly known as post-concussive syndrome (PCS).

This disability will cause symptoms such as headaches, fatigue,
blurred vision as well as cognitive disorders.
The specific aim for this proposal is to bring to light the
effectiveness of the angiograms we are using as a preventive
measure. Determine if the scales we are using to measure the
intensity of TBI are working and to provide information on new
treatment and medication that could help to elevate traumatic
brain injury altogether. As well as evaluation any new treatment
that could help to eliminate TBI.
Background
Of all the neurologic disorders, Mild traumatic brain injury
(mTBI) is one of the most common. Traumatic brain injury will
affect nearly 10 million individual worldwide each year. Of
with about 2 million are American, making it the most prevalent
of all neurological disorders. Although most patient who suffer
from mild traumatic brain injury recover within a few weeks or
months and without any specific intervention (Alexander, 1).
There is an overwhelm amount of people in the U.S. who suffer
from TBI that is severe enough to be hospitalized, will be result
in fatality, or will not recovery from their injuries.
Approximately 15% (70 to 90 thousand) of those who survive
TBI will develop long term disabilities that result in costly
medical and rehabilitation care. This total is equivalent to the
amount of individuals who suffer from Parkinson’s disease,
multiple sclerosis, Guillain-Barré syndrome and myasthenia
gravis combined each year. And like myasthenia gravis, mTBI
effect men in their early 20’s and 30’s more so than any other
gender or age group. Which means that those affected by it will
potentially be afflicted this disability for a great part of their
lives.
Children can also be affected by mild traumatic brain injury, it
is also referred to as a concussion. These injuries to their brains
are mostly sustained from sports and recreational activity,
shaken baby syndrome and motor vehicle accident with flexion
extension injuries. The symptoms of a concussion typically are

more refined as hours to days elapse, so the severity of the
injury cannot be determined at the time of the injury. Because
of this often time the outcome of these injuries (especially in
babies) result the leading cause of death or disabilities ranging
from physical, cognitive, emotional and behavioral deficits in
the United States.
Outside of the impairments that limit the daily functions of the
patient’s everyday life. The survivor of TBI will have to endure
substantial cognitive dysfunctions, i.e. memory loss, poor
response inhibition, distractibility and will not be able to form
and store new memory. “These attributes are not limited to
severe and moderate TBI cases, but patients with mild TBI that
suffer from post-concussion symptoms with cognitive
impairments comorbid with other neuro-behavioral symptoms
such as emotional alterations,” (Bondi, 1) will also experience
these disturbances.
“Postgraduate teaching in neurology doesn’t mirror the high
prevalence of this disorder – i.e. most residents probably do not
get proportionate instruction in the diagnosis and management
of mTBI”. (Alexander, 1). This is due to the following reasons:
treatment of the acute phase of mTBI is typical provided by
neurologist, most patient recover on their own, persistently
symptomatic patients in anguish due to mild traumatic brain
injury are often times thought to be lazy, unpleasant litigates,
because of unclear psychological issues, that isn’t cured by the
typical treatment, because when compared to other disorders,
mTBI isn’t academically fascinating and there’s not an
academic reward from the patients of mTBI. This could be due
to the fact that the clinical phenomenology of mTBI is
rationally comprehensive in neuropathology. While the
deficiencies due to neurologic injury can be manifestation of
impairment, the recovery time can usually be predicted. More
times than not the treatment for mild traumatic brain injury
works and the risk factor for developing prolonged symptoms
detected, and with the correct treatment, can stop chronic
disability from developing.

However, treatment for TBI is limited and continued research is
critical. There has been several models developed for
experimentation purposes, hoping to better understand the
pathophysiology and neurological condition that causes TBI.
These models are used primarily “to induce brain injury
replicating features and outcomes that are seen clinically”
(Bioni 1). One of the original ways to detect the severity of
mild traumatic brain injury, (mTBI) which is “defined by the
acute injury characteristics and not by the severity of the
symptoms at random points after trauma”(Alexander). Those
characteristic are as follows: head trauma due to force, how
long the patient was unconscious, (usually seconds to minutes),
or if there was no loss of consciousness, and by the use of the
Glosgow Coma Scale (GCS) in an emergency room. The GCS it
must be based on a score of 15 to be considered mild. A score
of 13 or 14 is due to confusion and will be considered post-
traumatic amnesia, (PTA). Those suffering from PTA will not
have focal signs.
Diffuse axonal injury (DAI) is the primary neuropathology of
TBI. Diffuse is caused by unaligned forces that generate in the
brain by unexpected deceleration. These forces can result in
tearing of the brain’s long connecting nerve fibers (axon) this
happens when the brain shift and rotate inside the skull. “The
combination of characteristic deficits in everyday activities and
apparently normal performance on clinical tests can convince
clinicians that the patient is exaggerating. Tests of divided
attention and working memory may be abnormal for weeks.
Initial complaints will include forgetfulness, neck pain,
headache, and dizziness. DAI severity expectations should be
based on the mechanism of injury, duration of coma, and
duration of PTA. Treatment of persistent post-concussive
syndrome should target the identifiable components of the
disorder.” (Alexander, 1).
Significance

Because the anemograms we are using to detect TBI will
not always actually read mTBI as a condition in patient.
Resulting in sever cognitive disabilities. It is import for
research to continue to not only promote awareness of this
disorder that was at one time thought to be serve. As the greater
the awareness is about the risk involved with mTBI, the more
likely funding will be made available to provided better ways to
diagnose, treat and prevent all forms of TBI.
In for years, the tools used to detect TBI were the
Abbreviated Injury Scale (AIS). This scale is used to determine
the clinical severity of TBI. GCS measures loss of
consciousness and posttraumatic amnesia. And AIS “classifies
each injury by body region according to its relative
importance.” It uses a scoring systems of 6 point ordinal scale.
A computed tomography (CT) which is used in hospitals to
identify subtle brain injuries like diffuse axonal injury or
mirco-hemorrhage. When using a computed tomography (CT) it
is harder to diagnose mild TBI, as the brain will appear normal
and about only 10% of CT can detect mild TBI. MRI can detect
30% of common abnormalities in mTBI.
However, in more recent years other treatment methods
have been discovered that many help in limiting the severity of
and assist in revering TBI. Staying in down this vain, and in
order to drastically reduce the amount of individual that server
from TBI it is important to continue to fund studies that will be
a better defender of this disability.
Proposed Study
Participants:
In order to conduct this study 60 participants who have suffered
or currently suffering from all categories of traumatic brain
injury will be randomly selected. They will be divided into 3
groups of 20 according to the classification of the traumatic
brain injury they have incurred (i.e mild, moderate and sever
traumatic brain injury). Each individual would have to compete
an evaluation form to determine if they have had any kind of
medical or clinical treatment in the past or are currently taking

medication. Each participate will need to complete a consent for
experimental testing.
Each test will be conducted by physician’s or x-ray technicians
trained in each specific area. This will ensure that each test is
corrected conducted and read and eliminate risk of injury to the
participants. Each participant will meet with the staff that will
be responsible for the experimental and observational studies.
The will be provided with an informational packet and a
roundtable discussion will provide the participants with details
of the study and allow them to ask any questions or voice any
concerns they may have regarding the risk and or safety of this
study.
Procedure:
Test will be conducted first using the computed tomography
(CT) or magnetic resonance imaging (MRI) depending on the
time frame the injury occurred. Each abnormality (i.e. gray – or
which is composed mostly of neuronal cell bodies, glial cells
and capillaries. And white matter – which are believed to reflect
stretched or sheared axon bundles which are abnormal micro-
structures) will be record, as well as if the brain appeared
normal. After a week’s time, each participate shall be assessed
by the Glasgow Coma Scale (GCS) to measure the functional
capacity of their TBI. The white matter will be reviewed for
lesions. For individuals who are suffering from severe diffuse
axonal injury (DAI), clinical observation will be recommended
and those participants will be observed for 6 months to 1 year to
see if any improvement in functionality after trauma occurred.
Individuals who aren’t suffering from DAI, will be allowed to
go home, they will complete a self-evaluation. They will record
data of the day to day activities and provide information on
their ability to comprehend materials that were read to them,
that they read on their own and what they may have heard. This
will show if there are any signs of cognitive dysfunction. This
test will conclude after 3 weeks. If the participants find that
they are not able to complete the task, they shall report back to
the study lab immediately for, further observational evaluations.

If consent was given, brain on chip
Hypotheses & Analysis:
This study is expected to find the best way to determine if
an individual is suffering from TBI. It will evaluation the tools
used to help detect mTBI at its onset in order to elevate ongoing
cognitive disorders. It will examine new treatment options such
as brain on chip and cerebral micro-dialysis to conclude if the
change in molecular biomarker which are caused by TBI, and
what drugs are best to assist in reversing or preventing TBI
altogether taking some of the burden off of the healthcare
system as well as providing a better since of life for those who
have suffered from TBI.
Budget Justification
Funding would be necessary in order to employ assistants
to recruit participants, packets that will be provided and the
round table discussion presenter. Funding will also be necessary
for the x-ray technicians and physicians they will be on staff to
conduct the study. 15% of the funding will be allocated to the
inpatient observations.
Each subject shall receive funding for participation of
$70.00 each as well as supplemental payments for any medical
treatment, in house treatment stays and reimbursement for
mileage outside of 10 miles to reach the study lab. Funding will
also be needed for any technical equipment that may be used to
record data i.e. computers and/or testing equipment use in
hospital.
(See Appendix A:Budget Details)

Annotated Bibliography
Alexander M. P Neurology (1995), 45 (7) 1253-1260; DOI:
10.1212/WNL.45.7.1253
Bogoslovsky, T., Gill, J., Jeromin, A., Davis, C., & Diaz-
Arrastia, R. (2016). Fluid Biomarkers of Traumatic Brain Injury
and Intended Context of Use. Diagnostics, 6(4), 37.
http://doi.org/10.3390/diagnostics6040037 States,
This research article outlines the major factors in clinical
practice to help measure the extent of TBI is one main be
suffering from. Provided the effectiveness of the the Glasgow
Coma Scale (GCS) and Abbreviated Injury Scale (AIS) when
used to determine the clinical severity of TBI. Given an account
of the percentage of TBI a CT and or a MRI will detect when
used to determine common abnormalities in mTBI.
Bondi, C. O., Semple, B. D., Noble-Haeusslein, L. J., Osier, N.
D., Carlson, S. W., Dixon, C. E., … Kline, A. E. (2015). Found
in translation: understanding the biology and behavior of
experimental traumatic brain injury. Neuroscience and
Biobehavioral Reviews, 58, 123–146.
http://doi.org/10.1016/j.neubiorev.2014.12.004
Cesar Reis, Yuechun Wang, Onat Akyol, Wing Mann Ho,
Richard Applegate II, Gary Stier, Robert Martin, John H. Zhang
Int J Mol Sci. 2015 Jun; 16(6): 11903–11965. Published online
2015 May 26. doi: 10.3390/ijms160611903
Provides excellent information as to why it is important to
detect TBI early on. Shed light on new treatments such as brain
on chip and cerebral micro-dialysis can help with the changes in
molecular biomarkers caused from TBI. The researcher provides
updates on new treatment i.e. stem cell-base and
nanotechnology based as well as drugs that also reacts favorably
in reversing or preventing TBI.
Muschelli, J., Ullman, N. L., Mould, W. A., Vespa, P., Hanley,
D. F., & Crainiceanu, C. M. (2015). Validated Automatic Brain
Extraction of Head CT Images. NeuroImage, 114, 379–385.
http://doi.org/10.1016/j.neuroimage.2015.03.074

Rapp, P. E., Rosenberg, B. M., Keyser, D. O., Nathan, D.,
Toruno, K. M., Cellucci, C. J., … Bashore, T. R. (2013). Patient
Characterization Protocols for Psychophysiological Studies of
Traumatic Brain Injury and Post-TBI Psychiatric
Disorders. Frontiers in Neurology, 4, 91.
http://doi.org/10.3389/fneur.2013.00091
Shenton, M., Hamoda, H., Schneiderman, J., Bouix, S.,
Pasternak, O., Rathi, Y., … Zafonte, R. (2012). A Review of
Magnetic Resonance Imaging and Diffusion Tensor Imaging
Findings in Mild Traumatic Brain Injury. Brain Imaging and
Behavior, 6(2), 137–192. http://doi.org/10.1007/s11682-012-
9156-5
Provides an extensive account of the percentages of people
suffering from Traumatic brain injury (TBI) each year. Gives an
overview of the many causes of TBI and why it has gained more
attention throughout the years. The author focuses on the
different reasons as to why mild TBI (mTBI) remains
undetected and what could happen if the usually recovery time
of a few day to a week, elapses into 3 months.
Toledo, E., Lebel, A., Becerra, L., Minster, A., Linnman, C.,
Maleki, N., … Borsook, D. (2012). The Young Brain and
Concussion: Imaging as a Biomarker for Diagnosis and
Prognosis. Neuroscience and Biobehavioral Reviews, 36(6),
1510–1531. http://doi.org/10.1016/j.neubiorev.2012.03.007
Appendix A: Budget
SUMMARY PROPOSAL BUDGET
FOR INSTITUTION USE ONLY
ORGANIZATION
PROPOSAL NO.
DURATION (MONTHS)
PRINCIPAL INVESTIGATOR (PI)/PROJECT DIRECTOR
Instructor R. Behaire Ph.D
AWARD NO.

A. PERSONNEL: PI/PD, Co-PIs, Faculty, Graduate Assistants,
etc.
Funds
List each separately with name and title.
Requested By
Proposer
1. Instructor R. Behaire, PhD ($90,000/year) - 10% effort for
12 months
$9,000
2. Research Assistant (RA) - 50% effort for 12 months
$25,000
TOTAL SALARIES
$34,000
B. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR
EACH ITEM EXCEEDING $5,000.)
None
CT Scan Uses
1,2000
MRI machine uses
2,610
TOTAL EQUIPMENT
C. TRAVEL
1. DOMESTIC -
$0
2. OTHER - Travel for RA to participants home
$0
TOTALTRAVEL

D. PARTICIPANT SUPPORT
$4,200
1. STIPENDS
$
70
2. TRAVEL
100
6,000
3. SUBSISTENCE
4. MEDICATION
125
7500
TOTAL NUMBER OF PARTICIPANTS (60)
TOTAL PARTICIPANT COSTS
$12,300
E. OTHER DIRECT COSTS
1. MATERIALS AND SUPPLIES- Computer for data
collection and analysis
$900.00
2. OTHER
$
3 OTHER Office supplies
$700
4. OTHER

TOTAL OTHER DIRECT COSTS
$1,600
F. TOTAL DIRECT COSTS (A THROUGH E)
$59,410
G. TOTAL INDIRECT COSTS (F&A) (Rate = 37.5%)
$22,279
H. TOTAL DIRECT AND INDIRECT COSTS (F + G)
$81,689
Running Head: EFFECTS OF TRAINING ON COGNITION
12
EFFECTS OF TRAINING ON COGNITION
[Type over the sample text in this document to create your
Grant Proposal. Delete these instructions before submitting your
proposal.]
Effects of Internet Based Training on Cognition in Older Adults
Student A. Smith
PSY625: Biological Bases of Behavior

Instructor B. Jones, PhD.
September 19, 2014
Effects of Internet Based Training on Cognition in Older Adults
Specific Aims
The idea that maintaining high levels of cognitive activity
protects the brain from neurodegeneration is not new, and much
evidence has accumulated that people with high levels of
cognitive ability and activity tend to maintain cognitive
function well as they age (Hertzog et al. 2009). Beyond the idea
of maintaining cognitive function in healthy aging, studies such
as Verghese et al. (2003) found that higher levels of cognitive
activity were associated with lower rates of dementia in a 21-
year longitudinal study. While much of the data indicating
higher levels of cognitive activity leads to better long-term
function is necessarily correlational, a number of studies have
begun to systematically assess the effect of cognitive
interventions on cognitive function. The largest of these, the
Advanced Cognitive Training for Independent and Vital Elderly
(ACTIVE; Jobe et al. 2001) has found long lasting effects (5
years; Willis et al. 2006) of relatively short cognitive training
activities (10 hours).
The specific aim of this proposal is to assess the effectiveness
of A Fictitious Brain Training Program on research participants
followed longitudinally who may be experiencing the very
earliest signs of cognitive decline. Recent research tracking the
trajectory of age related cognitive decline (e.g., Mungas et al.
2010) has suggested that it may be possible to identify
cognitively healthy individuals at risk for significant imminent
cognitive decline by examining baseline cognitive assessments
or recent change, even though test scores do not reach the
abnormal range.

Background
Techniques for maintaining and enhancing cognitive function in
an increasingly aging population are of great potential benefit to
those who might suffer from Alzheimer’s disease and related
disorders and also to society as a whole. Higher cognitive
function leads to better maintenance of activities of daily life,
less need for chronic care, and direct improvements in quality
of life. Research examining effective methods for cognitive
enhancement is becoming increasingly prevalent and has led to
a number of recent review studies, e.g., Hertzog et al. (2009),
Lustig et al. (2009), Green & Bavalier (2008). These studies
review evidence from both longitudinal studies of increased
levels of mental activity on maintenance of cognitive function
and intervention studies aimed at directly improving cognition
with targeted cognitive training. For these cognitive
interventions to provide widespread benefit, it is critical to
identify who will gain from cognitive intervention studies and
to assess methods of administering effective cognitive training.
In a large scale cognitive intervention study (ACTIVE), Ball et
al. (2002) found that training increased cognitive function with
as little as 10 hours of task-specific training and these gains
were still evident 5 years later (Willis et al. 2006). However,
none of the three types of training used in that study were found
to generalize to the other types of cognitive function.
Participants were trained on either verbal episodic memory,
reasoning (pattern identification), or speed-of-processing
(visual search skills). Gains were observed in the domain of
training, but not on the other two domains. As noted by
Salthouse (2006), this result is inconsistent with the strongest
form of the “use it or lose it” hypothesis. However, it does hold
promise for cognitive training interventions that train broadly
across a wide variety of domains. The hypotheses implied by
the “use it or lose it” hypothesis is that cognitive training is
protective broadly against the cognitive decline associated with
aging. The more commonly observed specific areas of training

improvement suggest an analogy to physical fitness training: the
brain should not be thought of as a single “muscle” to be
strengthened but as a collection of individual abilities that
could each be improved through “exercise.” In addition, the
analogy could be extended to the idea that cognitive training
“exercise” should be thought of as an activity to be engaged in
on a regular basis, not as a single intervention.
The cognitive training that will be used in the proposed project
is based on an internet delivered set of activities designed by
the company BrainExercise. The training is based on practice
across a wide range of cognitive abilities, and by being highly
available via the internet, is also available for regular follow-up
re-training to maintain benefits. With this type of intervention,
even if a cognitive intervention training does not provide a
global benefit and delay decline across all types of cognition,
training can be used across many areas to increase overall
function. The ability to deliver cognitive training via the
internet becomes important logistically since the benefit of
training may depend on regular access to a broad array of
cognitive activities. In the successful ACTIVE study, training
was administered in face-to-face sessions requiring significant
personnel and logistical support.
The issue of identifying tasks suitable for cognitive training
with memory-impaired patients is an important one. In a follow-
up reanalysis of the ACTIVE study data, Unverzagt et al. (2007)
found that patients scoring >1.5 standard deviations low on
memory tests did not benefit from the verbal episodic memory
training in ACTIVE. In addition to seeing cognitive training as
a method for delaying or reducing the onset of memory
disorders such as MCI or AD (as in Verghese et al. 2003),
suitable interventions to try to rehabilitate memory function or
train compensatory strategies may provide an important benefit
to MCI and AD patients.
Numerous studies have suggested that elderly who are currently
cognitively within the normal range, but on the lower end of the
range are at risk for subsequent cognitive decline, including the

development of Alzheimer’s Disease (Rubin et al, 1998;
Sliwinski, Lipton, Buschke, & Stewart, 1996).
Older participants who score within normal cognitive ranges but
who exhibit personal cognitive decline within that normal range
are also at higher risk for the later development of Alzheimer’s
Disease (Villemagne et al, 2008; Collie et al, 2001). The most
at-risk group of currently healthy elderly may be those who
have shown some cognitive decline and are now at the bottom
of the healthy range. Since this proposal is to investigate at the
effectiveness of cognitive training in patients at risk for
Alzheimer’s Disease, the ideal comparison groups are healthy
older adults who are at increased risk relative to their age group
(cognitively normal, but lower scoring) and those who are
cognitively normal and exhibiting no current evidence of
memory impairment.
Significance
The proposed research will use an online-based software
company to administer a structured intervention of cognitive
skill training to patients experiencing some memory decline.
Prior intervention studies have typically provided cognitive
training in individual or small-group environments with the
patients physically present with a trainer. If interventions based
on training via the internet are shown to have similar benefits,
many more people can gain these benefits since the labor
involved in administering this type of training is much lower. In
addition, improvements in the type of training administered can
be made centrally and more quickly positively impact many
more patients. For the pilot intervention study proposed here,
we will be working with the Brain Science division at A
Fictitious Company. The Fictitious program is a home-based,
computerized, cognitive training program in which a customized
training plan is developed for each participant based on an
initial baseline cognitive assessment and ongoing training
progress. The training plan is based on 21 different tasks that
each focus on one or two of 14 different specific cognitive

abilities. To collaborate on examining the effectiveness of their
training plan, they are making available licenses for all study
participants to access the training program without cost. In
addition, all performance data on all compliance, cognitive
assessments and performance on training components will be
available for collaborative analysis to assess efficacy of specific
training elements in our study population.
The ability to deliver cognitive training via the internet holds
tremendous promise for making training benefits available
widely. Concerns about the task-specificity of benefits and the
need for consistent training to maintain cognitive function can
be met by making training easily available at home. The
proposed research will work with the cognitive science research
group of the A Fictitious company to assess the effectiveness of
their targeted, individually customized cognitive training
methods to improve cognitive functions in patients engaged in
long-term outcome research at the Brain Center at an Important
University.
Proposed Study
Participants:
Forty cognitively normal participants will be recruited,
including 20 participants scoring 1 SD below age and IQ-
adjusted norms on neuropsychological tests of memory (Rentz
et al. 2004), and 20 participants scoring no worse than .5 SD
below adjusted norms. Participants will be recruited from A
University. The patients will be randomly assigned to two
groups: intervention and waitlist (baseline) control. The
intervention group will receive cognitive training via Fictitious
Brain Training Program over a two month period. The waitlist
control will not initially receive training. However, since we
expect that the training will provide benefits to the patients,
participants in the waitlist control group will be given access to
the Fictitious Brain Training Program software at the end of the
protocol following the “post-training” assessment. This ensures
fair and ethical treatment of groups as well as providing
additional data about the effectiveness of the Fictitious Brain

Training Program.
There are no major risks to patients who participate in the
research. The training program is designed to be self-paced so
that patients can manage fatigue or frustration. Patients may
elect to stop participating in the study at any time. The potential
benefits of the proposed research are considerable. The study
protocol may provide a treatment to slow or reverse the
cognitive decline associated with MCI (and Alzheimer’s
Disease) using the internet, making this treatment broadly and
inexpensively accessible.
Procedures:
Once identified as a candidate for enrollment, patients will be
met with in person at their residence. Patients will have the
training protocol described and provide informed consent if
they wish to enroll. Availability of necessary internet access
will be assessed. Once enrolled, patients will be provided with a
license to access The Brain Training Program and a research
assistant will guide them through the initial setup process. The
intervention will follow the standard Brain Training Program
practice: initial assessment on a range of cognitive functions
followed by 24 20-minute training sessions over approximately
8 weeks. The rate of training sessions recommended is 3
sessions per week but is ultimately chosen by the patient.
These sessions are followed by a re-assessment within the Brain
Training Program of performance on their identified group of 14
cognitive functions.
Participants’ self-rating of quality of life will be assessed with a
Quality of Life-Alzheimer’s disease (QoL-AD) scale described
by Logson et al. (2002). While the current participants do not
require an assessment of quality of life appropriate for
cognitively impaired individuals, all cognitive training
improvement in these participants will also be compared with a
group of patients who have a diagnosis of MCI and who are
currently involved on an ongoing assessment of A Fictitious
Brain Training Program. The same set of performance
improvement instruments will be used in both studies to provide

maximum comparability across all groups.
Hypotheses & Analysis:
The intervention group is expected to exhibit reliably higher
scores on all post-training assessments than the waitlist control
group. Scores on the Fictitious Brain Training Program
cognitive assessments are very likely to improve reflecting the
training invested in those specific cognitive tasks.
Improvements on specific cognitive assessments will be
compared to estimates of improved domain-specific
performance available via the Brain Training Program.
For the current population of cognitively normal participants
who might be showing the first signs of memory impairment,
changes in self-rating of their quality of life (via the QoL-AD)
will be examined carefully. While improvements in activities of
daily life may not be significantly improved as these patients
are not generally impaired, increases in general cognitive
function may lead to better overall quality of life by improving
problem solving, language comprehension and general attention
skills. Improvements on this measure would be a key indicator
of the potential of cognitive training to provide significant
benefits to older adults.
Assessment of improvement will be made for only participants
who complete the training course of 24 sessions. Performance of
patients who do not complete the training will not indicate
whether the training is effective at improving cognitive
function. However, the drop-out rate is a key element to assess
for evaluating the overall effectiveness of internet-delivered
cognitive training. High rates of drop-out (e.g., >25%) may
indicate that the cognitive training needs to be adjusted in
difficulty to meet the needs of older adults or that additional
support (e.g., more patient contact) is needed to guide the
patients through the training. An important element of the
current project is the assessment of difficulty of completing the
training and obtaining feedback from participants about their
experiences with the online cognitive training.
Budget Justification

Funding is requested for a half-time graduate research assistant
to be responsible for all aspects of subject recruitment, training
and data collection. Addition funding of 10% is requested for
the principal investigator who will oversee the study and
conduct data analysis and publication of results.
Travel funding is requested for the PI to attend one national
meeting to present the preliminary results of the study.
Additional travel expenses are requested to pay for costs of
transportation by the research assistant to each subject’s home.
Subject payment of $50 for each subject (40 total) is requested
to reimburse subjects for their participation time.
Funding is requested for an Apple Laptop computer (15” with
retina display, 2.8 GHz processor, 1 TB hard drive) that will be
used for data collection and analysis. Additional funding will be
used to purchase the Quality of Life Scale and office supplies.
See Appendix A: Budget for detailed budget figures.
References
Ball, K., Berch, D. B., Helmers, K. F., Jobe, J. B., Leveck, M.
D., Marsiske, M., . . . Willis, S. L. (2002). Effects of cognitive
training interventions with older adults: a randomized
controlled trial. JAMA: Journal of the American Medical
Association, 288(18), 2271-2281.
Collie, A., Maruff, P., Shafiq-Antonacci, R., Smith, M., Hallup,
M., Schofield, P. R., . . . Currie, J. (2001). Memory decline in
healthy older people: implications for identifying mild cognitive
impairment. Neurology, 56(11), 1533-1538.
Green, C. S., & Bavelier, D. (2008). Exercising your brain: a
review of human brain plasticity and training-induced learning.
Psychology of Aging, 23(4), 692-701.
Hertzog, C., Kramer, A., Wilson, R., & Lindenberger, U.
(2008). Enrichment effects on adult cognitive development: Can
the functional capacity of older adults be preserved and
enhanced. Psychological Science in the Public Interest, 9(1), 1-

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Appendix A: Budget
SUMMARY PROPOSAL BUDGET
FOR INSTITUTION USE ONLY
ORGANIZATION
PROPOSAL NO.
DURATION (MONTHS)
PRINCIPAL INVESTIGATOR (PI)/PROJECT DIRECTOR
Instructor B. Jones, PhD
AWARD NO.
A. PERSONNEL: PI/PD, Co-PIs, Faculty, Graduate Assistants,
etc.
Funds
List each separately with name and title.
Requested By
Proposer
1. Instructor B. Jones, PhD ($90,000/year) - 10% effort for
12 months
$9,000
2. Research Assistant (RA) - 50% effort for 12 months

$25,000
TOTAL SALARIES
$34,000
B. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR
EACH ITEM EXCEEDING $5,000.)
None
TOTAL EQUIPMENT
$0
C. TRAVEL
1. DOMESTIC - PI attendance at national meeting
$1,500
2. OTHER - Travel for RA to participants home
$1,000
TOTALTRAVEL
$2,500
D. PARTICIPANT SUPPORT
$2,000
1. STIPENDS
$
50
2. TRAVEL

3. SUBSISTENCE
4. OTHER
TOTAL NUMBER OF PARTICIPANTS (40)
TOTAL PARTICIPANT COSTS
$2000
E. OTHER DIRECT COSTS
1. MATERIALS AND SUPPLIES- Computer for patient
training, data collection and analysis
$3200
2. OTHER Quality of Life scale
$1200
3 OTHER Office supplies
$736
4. OTHER
TOTAL OTHER DIRECT COSTS
$5,136
F. TOTAL DIRECT COSTS (A THROUGH E)
$43,636
G. TOTAL INDIRECT COSTS (F&A) (Rate = 37.5%)
$16,364
H. TOTAL DIRECT AND INDIRECT COSTS (F + G)
$60,000

PSY625: Biological Bases of Behavior Ashford
University

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