1) The study examined the effectiveness of cognitive behavioral family therapy on improving obsessive-compulsive disorder in female high school students.
2) 24 female students diagnosed with OCD and their parents were randomly assigned to experimental and control groups. The experimental group received 8 sessions of cognitive behavioral family therapy while the control group received no treatment.
3) Results of covariance analysis showed that cognitive behavioral family therapy was effective in improving OCD symptoms in the experimental group compared to the control group, as measured by pre-test, post-test, and follow-up scores on the Maudsley Obsessive-Compulsive Inventory questionnaire.
1) The study examined the relationship between individual variation in emotional responses to visual stimuli and neuropsychological performance and brain structure in 26 older normal subjects.
2) Subjects who experienced negative emotions more intensely performed relatively worse on tests of executive function like the Wisconsin Card Sorting Test. Those who experienced positive emotions more intensely performed relatively worse on the Rey Complex Figure Test assessing visual-spatial skills.
3) Volume of frontal lobe gray matter was not significantly associated with intensity of emotional responses, possibly due to lack of variation in this educated sample. Differences in executive function were associated with variation in emotional experience.
Emotion
Unpacking Cognitive Reappraisal: Goals, Tactics, and
Outcomes
Kateri McRae, Bethany Ciesielski, and James J. Gross
Online First Publication, December 12, 2011. doi: 10.1037/a0026351
CITATION
McRae, K., Ciesielski, B., & Gross, J. J. (2011, December 12). Unpacking Cognitive
Reappraisal: Goals, Tactics, and Outcomes. Emotion. Advance online publication. doi:
10.1037/a0026351
Unpacking Cognitive Reappraisal: Goals, Tactics, and Outcomes
Kateri McRae and Bethany Ciesielski
University of Denver
James J. Gross
Stanford University
Studies of emotion regulation typically contrast two or more strategies (e.g., reappraisal vs. suppression)
and ignore variation within each strategy. To address such variation, we focused on cognitive reappraisal
and considered the effects of goals (i.e., what people are trying to achieve) and tactics (i.e., what
people actually do) on outcomes (i.e., how affective responses change). To examine goals, we randomly
assigned participants to either increase positive emotion or decrease negative emotion to a negative
stimulus. To examine tactics, we categorized participants’ reports of how they reappraised. To examine
reappraisal outcomes, we measured experience and electrodermal responding. Findings indicated that (a)
the goal of increasing positive emotion led to greater increases in positive affect and smaller decreases
in skin conductance than the goal of decreasing negative emotion, and (b) use of the reality challenge
tactic was associated with smaller increases in positive affect during reappraisal. These findings suggest
that reappraisal can be implemented in the service of different emotion goals, using different tactics. Such
differences are associated with different outcomes, and they should be considered in future research and
applied attempts to maximize reappraisal success.
Researchers have identified many types of emotion regulation
strategies (e.g., cognitive reappraisal, expressive suppression;
Gross & Thompson, 2007). Contrasting these strategies has led to
important insights about differences among emotion regulatory
processes (Dillon, Ritchey, Johnson, & LaBar, 2007; Goldin,
McRae, Ramel, & Gross, 2008; Gross, 1998; Hayes et al., 2010;
Sheppes & Meiran, 2007) but has deemphasized the variability that
exists within any given strategy, such as those occasioned by
differing goals (i.e., what people are trying to achieve) or tactics
(i.e., what people actually do).
One promising target for examining within-strategy variation is
cognitive reappraisal, which refers to altering emotions by chang-
ing the way one thinks. Successful reappraisal influences many
aspects of emotional responding, including self-reported negative
affect (Gross, 1998), peripheral physiology (Jackson, Malmstadt,
Larson, & Davidson, 2000; Ray, McRae, Ochsner, & Gross, 2010),
and neural indicators of emotional arousal (Hajcak & Nieuwen-
huis, 2006; Ochsner et al., 2004; Urry et al., 2006). However, there
has been notable va ...
This study examined the effects of cognitive behavioral therapy (CBT) on emotional self-efficacy (ESE) and anxiety (ANX) in children with autism spectrum disorder (ASD) and anxiety disorders. The study hypothesized that CBT would increase ESE and decrease ANX through opportunities for self-evaluation. Results supported all hypotheses, showing CBT increased ESE, ESE and ANX were negatively correlated, and increases in ESE predicted decreases in ANX. The findings suggest treatment models targeting ESE may effectively reduce ANX.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Cognitive Effects of Risperidone in Children with Autism and Irrit.docxmonicafrancis71118
Cognitive Effects of Risperidone in Children with Autism and Irritable Behavior
Abstract
Objective: The objective of this research was to explore the effects of risperidone on cognitive processes in children with autism and irritable behavior. Method: Thirty-eight children, ages 5–17 years with autism and severe behavioral disturbance, were randomly assigned to risperidone (0.5 to 3.5 mg/day) or placebo for 8 weeks. This sample of 38 was a subset of 101 subjects who participated in the clinical trial; 63 were unable to perform the cognitive tasks. A double-blind placebocontrolled parallel groups design was used.
Dependent measures included tests of sustained attention, verbal learning, hand-eye coordination, and spatial memory assessed before, during, and after the 8-week treatment. Changes in performance were compared by repeated measures ANOVA. Results: Twenty-nine boys and 9 girls with autism and severe behavioral disturbance and a mental age 18 months completed the cognitive part of the study. No decline in performance occurred with risperidone.
Performance on a cancellation task (number of correct detections) and a verbal learning task (word recognition) was better on risperidone than on placebo (without correction for multiplicity). Equivocal improvement also occurred on a spatial memory task. There were no significant differences between treatment conditions on the Purdue Pegboard (hand-eye coordination) task or the Analog Classroom Task (timed math test).
Conclusion: Risperidone given to children with autism at doses up to 3.5 mg for up to 8 weeks appears to have no detrimental effect on cognitive performance.
Introduction
LITERATURE FOCUSING ON the cognitive effects of atypical antipsychotics in children and adolescents is exceptionally sparse. The bulk of the literature currently comes from studies of adults with schizophrenia; in addition there are a few investigations with patients having Alzheimer’s disease. Given that antipsychotics often cause sedation, many investigators and clinicians have wondered if cognitive blunting and/or sedation accompanying early treatment may impair cognition (Ernst et al. 1998; Aman 1984; Aman et al. 1991). The possibility of cognitive impairment seems likely in the short term, as somnolence is a frequent side effect of atypical antipsychotics, especially early in treatment. However, a detailed analysis of adverse events from risperidone treatment in children with autism indicated that reports of somnolence usually dissipated between 2 and 4 weeks after the last dose adjustment of risperidone (Aman et al. 2005). Thus it seems that the time of greatest “risk” of cognitive impairment would be in the earliest weeks of treatment. Literature from adult trials in schizophrenia, have provided us with some insight into the cognitive effects of these drugs. Keefe et al. (1999) conducted a review of 15 studies in which adult patients with schizophrenia were assessed for cognitive effects while taking at.
This paper explores attribution theory and the importance of individual attribution styles. It discusses how attribution styles can influence one's interpretation of positive and negative events and shape responses to environmental cues. The paper reviews literature showing links between negative attribution styles and poorer academic performance, health outcomes, immune functioning, and mental health. Cultural factors like individualism/collectivism and religious beliefs may help determine one's attribution style. The actor-observer asymmetry also provides insight into positive attribution styles.
The Undoing Effect of Positive Emotions: A Meta-Analytic ReviewMaciej Behnke
The undoing hypothesis proposes that positive emotions serve to undo sympathetic arousal related to negative emotions and stress. However, a recent qualitative review challenged the undoing effect by presenting conflicting results. To address this issue quantitatively, we conducted a meta-analytic review of 16 studies (N=1,220; 72 effect sizes) measuring sympathetic recovery during elicited positive emotions and neutral conditions. Findings indicated that in most cases, positive emotions did not speed sympathetic recovery compared to neutral conditions. However, when a composite index of cardiovascular reactivity was used, undoing effects were evident. Our findings suggest the need for further work on the functions of positive emotions.
1) The study examined the effectiveness of cognitive behavioral family therapy on improving obsessive-compulsive disorder in female high school students.
2) 24 female students diagnosed with OCD and their parents were randomly assigned to experimental and control groups. The experimental group received 8 sessions of cognitive behavioral family therapy while the control group received no treatment.
3) Results of covariance analysis showed that cognitive behavioral family therapy was effective in improving OCD symptoms in the experimental group compared to the control group, as measured by pre-test, post-test, and follow-up scores on the Maudsley Obsessive-Compulsive Inventory questionnaire.
1) The study examined the relationship between individual variation in emotional responses to visual stimuli and neuropsychological performance and brain structure in 26 older normal subjects.
2) Subjects who experienced negative emotions more intensely performed relatively worse on tests of executive function like the Wisconsin Card Sorting Test. Those who experienced positive emotions more intensely performed relatively worse on the Rey Complex Figure Test assessing visual-spatial skills.
3) Volume of frontal lobe gray matter was not significantly associated with intensity of emotional responses, possibly due to lack of variation in this educated sample. Differences in executive function were associated with variation in emotional experience.
Emotion
Unpacking Cognitive Reappraisal: Goals, Tactics, and
Outcomes
Kateri McRae, Bethany Ciesielski, and James J. Gross
Online First Publication, December 12, 2011. doi: 10.1037/a0026351
CITATION
McRae, K., Ciesielski, B., & Gross, J. J. (2011, December 12). Unpacking Cognitive
Reappraisal: Goals, Tactics, and Outcomes. Emotion. Advance online publication. doi:
10.1037/a0026351
Unpacking Cognitive Reappraisal: Goals, Tactics, and Outcomes
Kateri McRae and Bethany Ciesielski
University of Denver
James J. Gross
Stanford University
Studies of emotion regulation typically contrast two or more strategies (e.g., reappraisal vs. suppression)
and ignore variation within each strategy. To address such variation, we focused on cognitive reappraisal
and considered the effects of goals (i.e., what people are trying to achieve) and tactics (i.e., what
people actually do) on outcomes (i.e., how affective responses change). To examine goals, we randomly
assigned participants to either increase positive emotion or decrease negative emotion to a negative
stimulus. To examine tactics, we categorized participants’ reports of how they reappraised. To examine
reappraisal outcomes, we measured experience and electrodermal responding. Findings indicated that (a)
the goal of increasing positive emotion led to greater increases in positive affect and smaller decreases
in skin conductance than the goal of decreasing negative emotion, and (b) use of the reality challenge
tactic was associated with smaller increases in positive affect during reappraisal. These findings suggest
that reappraisal can be implemented in the service of different emotion goals, using different tactics. Such
differences are associated with different outcomes, and they should be considered in future research and
applied attempts to maximize reappraisal success.
Researchers have identified many types of emotion regulation
strategies (e.g., cognitive reappraisal, expressive suppression;
Gross & Thompson, 2007). Contrasting these strategies has led to
important insights about differences among emotion regulatory
processes (Dillon, Ritchey, Johnson, & LaBar, 2007; Goldin,
McRae, Ramel, & Gross, 2008; Gross, 1998; Hayes et al., 2010;
Sheppes & Meiran, 2007) but has deemphasized the variability that
exists within any given strategy, such as those occasioned by
differing goals (i.e., what people are trying to achieve) or tactics
(i.e., what people actually do).
One promising target for examining within-strategy variation is
cognitive reappraisal, which refers to altering emotions by chang-
ing the way one thinks. Successful reappraisal influences many
aspects of emotional responding, including self-reported negative
affect (Gross, 1998), peripheral physiology (Jackson, Malmstadt,
Larson, & Davidson, 2000; Ray, McRae, Ochsner, & Gross, 2010),
and neural indicators of emotional arousal (Hajcak & Nieuwen-
huis, 2006; Ochsner et al., 2004; Urry et al., 2006). However, there
has been notable va ...
This study examined the effects of cognitive behavioral therapy (CBT) on emotional self-efficacy (ESE) and anxiety (ANX) in children with autism spectrum disorder (ASD) and anxiety disorders. The study hypothesized that CBT would increase ESE and decrease ANX through opportunities for self-evaluation. Results supported all hypotheses, showing CBT increased ESE, ESE and ANX were negatively correlated, and increases in ESE predicted decreases in ANX. The findings suggest treatment models targeting ESE may effectively reduce ANX.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Cognitive Effects of Risperidone in Children with Autism and Irrit.docxmonicafrancis71118
Cognitive Effects of Risperidone in Children with Autism and Irritable Behavior
Abstract
Objective: The objective of this research was to explore the effects of risperidone on cognitive processes in children with autism and irritable behavior. Method: Thirty-eight children, ages 5–17 years with autism and severe behavioral disturbance, were randomly assigned to risperidone (0.5 to 3.5 mg/day) or placebo for 8 weeks. This sample of 38 was a subset of 101 subjects who participated in the clinical trial; 63 were unable to perform the cognitive tasks. A double-blind placebocontrolled parallel groups design was used.
Dependent measures included tests of sustained attention, verbal learning, hand-eye coordination, and spatial memory assessed before, during, and after the 8-week treatment. Changes in performance were compared by repeated measures ANOVA. Results: Twenty-nine boys and 9 girls with autism and severe behavioral disturbance and a mental age 18 months completed the cognitive part of the study. No decline in performance occurred with risperidone.
Performance on a cancellation task (number of correct detections) and a verbal learning task (word recognition) was better on risperidone than on placebo (without correction for multiplicity). Equivocal improvement also occurred on a spatial memory task. There were no significant differences between treatment conditions on the Purdue Pegboard (hand-eye coordination) task or the Analog Classroom Task (timed math test).
Conclusion: Risperidone given to children with autism at doses up to 3.5 mg for up to 8 weeks appears to have no detrimental effect on cognitive performance.
Introduction
LITERATURE FOCUSING ON the cognitive effects of atypical antipsychotics in children and adolescents is exceptionally sparse. The bulk of the literature currently comes from studies of adults with schizophrenia; in addition there are a few investigations with patients having Alzheimer’s disease. Given that antipsychotics often cause sedation, many investigators and clinicians have wondered if cognitive blunting and/or sedation accompanying early treatment may impair cognition (Ernst et al. 1998; Aman 1984; Aman et al. 1991). The possibility of cognitive impairment seems likely in the short term, as somnolence is a frequent side effect of atypical antipsychotics, especially early in treatment. However, a detailed analysis of adverse events from risperidone treatment in children with autism indicated that reports of somnolence usually dissipated between 2 and 4 weeks after the last dose adjustment of risperidone (Aman et al. 2005). Thus it seems that the time of greatest “risk” of cognitive impairment would be in the earliest weeks of treatment. Literature from adult trials in schizophrenia, have provided us with some insight into the cognitive effects of these drugs. Keefe et al. (1999) conducted a review of 15 studies in which adult patients with schizophrenia were assessed for cognitive effects while taking at.
This paper explores attribution theory and the importance of individual attribution styles. It discusses how attribution styles can influence one's interpretation of positive and negative events and shape responses to environmental cues. The paper reviews literature showing links between negative attribution styles and poorer academic performance, health outcomes, immune functioning, and mental health. Cultural factors like individualism/collectivism and religious beliefs may help determine one's attribution style. The actor-observer asymmetry also provides insight into positive attribution styles.
The Undoing Effect of Positive Emotions: A Meta-Analytic ReviewMaciej Behnke
The undoing hypothesis proposes that positive emotions serve to undo sympathetic arousal related to negative emotions and stress. However, a recent qualitative review challenged the undoing effect by presenting conflicting results. To address this issue quantitatively, we conducted a meta-analytic review of 16 studies (N=1,220; 72 effect sizes) measuring sympathetic recovery during elicited positive emotions and neutral conditions. Findings indicated that in most cases, positive emotions did not speed sympathetic recovery compared to neutral conditions. However, when a composite index of cardiovascular reactivity was used, undoing effects were evident. Our findings suggest the need for further work on the functions of positive emotions.
MWERA Parent Perceptions of Trauma-informed Assessment Conference PaperCamilleMora
Parent Perception of Trauma-informed Assessments. Looking at parents of internationally adopted children and how utilization of private neuropsychological assessments impact their students' ability to recieve appropriate interventions and services within their school setting.
O R I G I N A L P A P E RSelf-Reported Depressive Symptoms.docxhopeaustin33688
O R I G I N A L P A P E R
Self-Reported Depressive Symptoms Have Minimal Effect
on Executive Functioning Performance in Children
and Adolescents
Benjamin D. Hill • Danielle M. Ploetz •
Judith R. O’Jile • Mary Bodzy • Karen A. Holler •
Martin L. Rohling
Published online: 9 May 2012
� Springer Science+Business Media, LLC 2012
Abstract The relation between mood and executive
functioning in children and adolescents has not been previ-
ously reported. This study examined the association between
self-reported depressive symptoms in both clinical outpa-
tient and psychiatric inpatient samples to the following
measures of executive functioning: the Controlled Oral
Word Association Test, Animal Naming, Trail Making Test,
and Wisconsin Card Sorting Test. Records from children and
adolescents aged 7–17 years old with an IQ [ 70 were
examined. Data were gathered at either an outpatient neu-
ropsychology clinic (n = 89) or an inpatient psychiatric
hospital setting (n = 81). Mood was measured with the
Children’s Depression Inventory. Generally, statistical
associations between self-reported depressive symptoms and
executive functioning were small and non-significant. The
variance predicted by mood on measures of executive
functioning was minimal (generally less than 2 %) for the
total sample, the outpatient group, inpatient group, and a
subgroup who endorsed elevated mood symptoms. These
results suggest that impaired performance on measures of
executive functioning in children and adolescents is mini-
mally related to self-reported depressive symptoms.
Keywords Executive functioning � Mood � Depression �
Cognitive ability � Neuropsychological assessment
Introduction
There is a long standing debate that has generated a con-
siderable amount of research in adults concerning the
relationship between levels of emotional disturbance and
their effects on performance on standard neuropsycholog-
ical tests. It appears that when the literature is taken as a
whole, adults diagnosed with psychiatric disorders tend to
perform worse than individuals without diagnoses (Basso
and Bornstein 1999; Cassens et al. 1990; Kindermann and
Brown 1997; Sackeim et al. 1992; Sherman et al. 2000;
Sweet et al. 1992; Tancer et al. 1990; Veiel 1997).
Depression, the most common mood disorder, is generally
associated with dysfunctional memory performance in the
adult literature (Burt et al. 1995; Christensen et al. 1997).
However, adult studies have shown conflicting patterns of
results across other neuropsychological domains. Some
researchers have reported depression to also be associated
with executive dysfunction (McDermott and Ebmeier
2009; Reppermund et al. 2007; Merriam et al. 1999; Martin
et al. 1991). However, others studies have reported no
effect of depression on executive functioning (Castaneda
et al. 2008; Miller et al. 1991; Rohling et al. 2002, Markela-
Lerenc et al. 2006).
While many different adult populations have been
.
This study examined the effects of a one-day meditation retreat combined with a 10-week meditation program for 29 incarcerated adolescent males. Quantitative measures found the program was associated with a significant increase in self-regulation, but no change in behavior. Qualitative focus groups identified themes of enhanced well-being, self-discipline, social cohesion, self-awareness, and resistance to meditation from some participants. The study provides early evidence that meditation may provide benefits for incarcerated youth, though long-term effects remain unknown.
The document summarizes a study that examined the effects of mindfulness meditation on working memory capacity, affect, and decision making ability. Sixteen stressed college students were randomly assigned to either a 30-day mindfulness meditation training program or a nature sounds control group. Measures of working memory capacity, positive affect, and decision making were taken before and after the 30 days. Results showed that the meditation group had significantly higher working memory capacity after training compared to controls. However, there were no significant effects on positive affect or decision making ability between the groups.
The study examined the association between social problem solving skills, self-regulation, and social/behavioral functioning in children with moderate to severe traumatic brain injuries compared to children without brain injuries. Children with brain injuries provided fewer assertive and more avoidant/aggressive responses to social problem solving scenarios. Higher self-regulation predicted more assertive responses. Social problem solving responses accounted for variance in social/behavioral functioning ratings, with aggressive responses associated with poorer functioning and assertive responses associated with better functioning.
Musical training shapes structural brain developmentpacojavierradio
The study examined structural brain changes in children who received 15 months of musical training compared to a control group.
Key findings:
1. After 15 months, the musical training group showed greater expansion in motor and auditory brain regions compared to controls.
2. Expansion in these regions correlated with improvements on motor sequencing and auditory discrimination tests in the musical training group.
3. The results suggest that structural brain differences seen in adult experts may be due to training-induced plasticity during development rather than innate biological factors.
International Journal of Education (IJE)ijejournal
International Journal of Education (IJE) is a Quarterly peer-reviewed and refereed open access journal that publishes articles which contribute new results in all areas of Educatioan. The journal is devoted to the publication of high quality papers on theoretical and practical aspects of Educational research.
The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements, and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education.
This study utilized cluster analysis to identify profiles of emotion regulation (ER) in 196 Chinese children based on ratings from mothers, teachers, and the children themselves. Four clusters were identified: 1) a poor family ER group who received negative ratings only from mothers, 2) a good ER group with moderately positive ratings across informants, 3) a poor school ER group with negative teacher ratings but positive mother ratings, and 4) an excellent ER group with the highest ratings across informants. Children in the inconsistent clusters (poor family and poor school ER groups) showed more psychosocial problems according to teacher reports than those in the consistent good and excellent ER groups, highlighting the importance of a multi-informant approach to understanding ER.
"Yes...But..." cognitive response to partial success: an exploratory researchGabriele Caselli
The study explored the "Yes, but" cognitive response to positive stimuli and its impact on mood and negative thoughts. Participants recalled a positive life event and focused on what was missing or could be improved ("Yes, but" condition) or what made them satisfied. The "Yes, but" condition led to decreased mood and increased negative thoughts in both clinical and non-clinical Italian and Romanian samples, independently of depression severity or rumination levels. The "Yes, but" style may hinder positive experiences and acceptance of alternative beliefs, maintaining depression. Future research should further investigate its use and how to help patients manage attention in a more adaptive way.
Relationship between cortisol, perceived stress, and mindfulness meditationRachael Blais
The study examined the effects of a 30-minute mindfulness meditation session on perceived stress levels and cortisol levels in college students. 39 undergraduate students were randomly assigned to either a meditation group or a control group. Personality traits, health behaviors, perceived stress scales, and cortisol samples were measured. Results found no significant differences in perceived stress or cortisol levels between the meditation and control groups, suggesting a brief mindfulness meditation did not reduce stress. However, emotional stability was found to negatively correlate with perceived stress levels.
The study examined the relationship between inhibition, anxiety, and processing efficiency in performing musicians compared to non-performing musicians. 38 participants completed an inhibitory oddball task while EEG was recorded. There were no differences between groups in accuracy or reaction time on the task. However, musicians maintained stable accuracy across blocks while non-musicians' accuracy declined slightly. Additionally, there was a marginal interaction where musician accuracy remained stable but non-musician accuracy declined over blocks. No differences between groups were found for state or trait anxiety measures. The study provides limited evidence that musicians may use compensatory strategies to maintain performance effectiveness during inhibitory tasks.
·Response GuidelinesReply to the posts of two peer.docxlanagore871
·
Response Guidelines
Reply to the posts of two peers in this discussion. You may want to share insights you have related to your peer's application of research concepts, or ask a clarifying question. You may choose to comment on how the article presented by your peer is relevant to your own professional interests. Each peer response need to have at least two references.
1
st
Peer posting
Chang et al. (2016) conducted a study to determine if there was an answer to the contradicting study results regarding the brain activity in schizophrenics and their siblings. Earlier research has given mixed results stating that schizophrenics have excessive brain activity and others show that they have incoherent activity. The same mixed results showed up in research on siblings of schizophrenics. This study used amplitudes of low-frequency fluctuations (ALFF) as well as regional homogeneity (Reho). The used the ALFF and Reho to track the intensity as well as any synchronization of local spontaneous neuronal activity among three groups of participants (Chang et al., 2016).
Repovs and Barch (2012) conducted a study using a similar research design but instead they were looking for how functional connectivity may differ in schizophrenics when there is no cognitive task involved, a light cognitive task, and then a more demanding cognitive task. The study used participants who were diagnosed with schizophrenia and their siblings, and health individuals and their siblings. These four different groups helped to determine if there was any difference between a sibling of an individual with schizophrenia compared to siblings that were not impaired. The study focused on the working memory of the individuals. fMRI scans were used as well as other basic imaging and recall memory assessment activities (Repovs & Barch, 2012).
The study conducted by Chang et al. (2016) was using reliable testing techniques in regards to the neuronal activity that was tracked. The sample size was not very large but did have the randomized factor by comparing the results to not one but two variables (siblings and non-related healthy individuals). Had the sample size been larger the results could likely be more generalizable. The participants were gathered using participants from a other studies the researchers had done. There were 27 participants who were diagnosed with schizophrenia, 27 non effected siblings, and 27 healthy unrelated participants. The research design was used to map the activity in the brain of all three groups in different circumstances so they could compare the results to find any commonalities or clear differences. This method of research helped to determine if there was any validity to the claims of either excessive brain activity or incoherent activity in schizophrenics and their siblings. This study seems to be a quasi-experimental study since it has a group used for comparison but it does not use random assignment (Sherperis, Young & .
INDIVIDUAL EMOTION RECOGNITION AND SUBGROUP ANALYSIS FROM PSYCHOPHYSIOLOGICAL...sipij
This study involves intra- and inter-individual emotion classifications from psychophysiological signals and subgroup analysis on the influence of gender and age and their interaction on the emotion recognition. Individual classifications are conducted using a selection of feature optimization, classification and evaluation approaches. The subgroup analysis is based on the inter-individual classification. Emotion
elicitation is conducted using standardized pictures in the Valence-Arousal-Dominance dimensions and affective states are classified into five different category classes. Advantageous intra-individual rates are obtained via multi-channel classification and the respiration best contributes to the recognition. High interindividual variances are obtained showing large variability in physiological responses between the
subjects. Classification rates are significantly higher for women than for men for the 3-category-class of Valence. Compared to old subjects, young subjects have significantly higher rates for the 3-category-class and 2-category-class of Dominance. Moreover, young men’s classification performed the best among the other subgroups for the 5-category-class of Valence/Arousal.
[Paper Report] The influence of stress on social cognition in patients with b...Hao-Chen Ke
This document summarizes two studies that examined the stress response in patients with borderline personality disorder (BPD). The first study found that stress increased negative emotions more in the BPD group than other groups, while physiological responses were attenuated. The second study found no difference in cortisol response between BPD patients and controls during or right after a social stress task, but BPD patients showed elevated cortisol levels 30 minutes after the task, indicating a delayed stress response. Both studies provide evidence that BPD is associated with dysregulation of the stress response system.
Head movement differs for positive and negative emotions in video recordings ...Maciej Behnke
Individuals tend to approach positive stimuli and avoid negative stimuli. Furthermore, emotions influence whether individuals freeze or move more. These two kinds of motivated behavior refer to the approach/avoidance behavior and behavioral freezing/activation. Previous studies examined (e.g., using forced platforms) whether individuals’ behavior depends on stimulus’ valence; however, the results were mixed. Thus, we aimed to test whether emotions’ effects on spontaneous whole‑body behavior of standing individuals also occur in the seated position. We used a computer vision method to measure the head sway in video recordings that offers ease of use, replicability, and unobtrusiveness for the seated research participant. We analyzed behavior recorded in the laboratory during emotion manipulations across five studies totaling 932 participants. We observed that individuals leaned more forward and moved more when watching positive stimuli than when watching negative stimuli. However, individuals did not behave differently when watching positive or negative stimuli than in the neutral condition. Our results indicate that head movements extracted from seated individuals’ video recordings can be useful in detecting robust differences in emotional behavior (positive vs. negative emotions).
“STUDY ON THE IMPACT OF PRAKRITI IN CHILDREN WITH ACADEMIC STRESS AND EVALUAT...Dr-sumod Khedekar
“STUDY ON THE IMPACT OF PRAKRITI IN CHILDREN WITH ACADEMIC STRESS AND EVALUATION OF ANTISTRESS EFFECT OF SARASWAT CHURNA”
presented in Kochi International seminar.
This study examined sex differences in the relationship between adolescent brain activity and depressive symptoms. The study found that boys and girls differed in how brain activity in the dorsolateral prefrontal cortex and posterior cingulate cortex correlated with self-reported depressive symptoms and difficulty with emotion regulation. Specifically, boys showed a positive correlation whereas girls showed a negative correlation, suggesting they engage different brain regions as depressive symptoms increase. The findings help shed light on why females are at higher risk for depression during adolescence.
Your employer is pleased with your desire to further your educatio.docxwoodruffeloisa
Your employer is pleased with your desire to further your education and would like you to inform other employees about the process of online education; however, she still has questions about applying. Using proper memo format, and Figure 6-1 of the textbook, explain the process of applying for a degree at CSU. Use word processing software, such as Microsoft Word, to create your memo.
Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Pfeiffer, W., & Adkins, K. (2012, 109-110).
Technical communication fundamentals
. Upper Saddle River, NJ: Prentice Hall.
.
Your finished project, including both elements of the paper, should .docxwoodruffeloisa
Your finished project, including both elements of the paper, should be approximately 12 to 14 double-spaced pages, not including the cover or reference pages but including the abstract, submitted as one document. Make sure you present an introduction and a conclusion tying together both aspects of the paper. Follow the guidelines in either Course Content or in the conference. You must post your selection in this conference. The paper is due at the end of week 8 and must be submitted in your Assignments folder. Review the late policy above. The paper will not be accepted late.
.
MWERA Parent Perceptions of Trauma-informed Assessment Conference PaperCamilleMora
Parent Perception of Trauma-informed Assessments. Looking at parents of internationally adopted children and how utilization of private neuropsychological assessments impact their students' ability to recieve appropriate interventions and services within their school setting.
O R I G I N A L P A P E RSelf-Reported Depressive Symptoms.docxhopeaustin33688
O R I G I N A L P A P E R
Self-Reported Depressive Symptoms Have Minimal Effect
on Executive Functioning Performance in Children
and Adolescents
Benjamin D. Hill • Danielle M. Ploetz •
Judith R. O’Jile • Mary Bodzy • Karen A. Holler •
Martin L. Rohling
Published online: 9 May 2012
� Springer Science+Business Media, LLC 2012
Abstract The relation between mood and executive
functioning in children and adolescents has not been previ-
ously reported. This study examined the association between
self-reported depressive symptoms in both clinical outpa-
tient and psychiatric inpatient samples to the following
measures of executive functioning: the Controlled Oral
Word Association Test, Animal Naming, Trail Making Test,
and Wisconsin Card Sorting Test. Records from children and
adolescents aged 7–17 years old with an IQ [ 70 were
examined. Data were gathered at either an outpatient neu-
ropsychology clinic (n = 89) or an inpatient psychiatric
hospital setting (n = 81). Mood was measured with the
Children’s Depression Inventory. Generally, statistical
associations between self-reported depressive symptoms and
executive functioning were small and non-significant. The
variance predicted by mood on measures of executive
functioning was minimal (generally less than 2 %) for the
total sample, the outpatient group, inpatient group, and a
subgroup who endorsed elevated mood symptoms. These
results suggest that impaired performance on measures of
executive functioning in children and adolescents is mini-
mally related to self-reported depressive symptoms.
Keywords Executive functioning � Mood � Depression �
Cognitive ability � Neuropsychological assessment
Introduction
There is a long standing debate that has generated a con-
siderable amount of research in adults concerning the
relationship between levels of emotional disturbance and
their effects on performance on standard neuropsycholog-
ical tests. It appears that when the literature is taken as a
whole, adults diagnosed with psychiatric disorders tend to
perform worse than individuals without diagnoses (Basso
and Bornstein 1999; Cassens et al. 1990; Kindermann and
Brown 1997; Sackeim et al. 1992; Sherman et al. 2000;
Sweet et al. 1992; Tancer et al. 1990; Veiel 1997).
Depression, the most common mood disorder, is generally
associated with dysfunctional memory performance in the
adult literature (Burt et al. 1995; Christensen et al. 1997).
However, adult studies have shown conflicting patterns of
results across other neuropsychological domains. Some
researchers have reported depression to also be associated
with executive dysfunction (McDermott and Ebmeier
2009; Reppermund et al. 2007; Merriam et al. 1999; Martin
et al. 1991). However, others studies have reported no
effect of depression on executive functioning (Castaneda
et al. 2008; Miller et al. 1991; Rohling et al. 2002, Markela-
Lerenc et al. 2006).
While many different adult populations have been
.
This study examined the effects of a one-day meditation retreat combined with a 10-week meditation program for 29 incarcerated adolescent males. Quantitative measures found the program was associated with a significant increase in self-regulation, but no change in behavior. Qualitative focus groups identified themes of enhanced well-being, self-discipline, social cohesion, self-awareness, and resistance to meditation from some participants. The study provides early evidence that meditation may provide benefits for incarcerated youth, though long-term effects remain unknown.
The document summarizes a study that examined the effects of mindfulness meditation on working memory capacity, affect, and decision making ability. Sixteen stressed college students were randomly assigned to either a 30-day mindfulness meditation training program or a nature sounds control group. Measures of working memory capacity, positive affect, and decision making were taken before and after the 30 days. Results showed that the meditation group had significantly higher working memory capacity after training compared to controls. However, there were no significant effects on positive affect or decision making ability between the groups.
The study examined the association between social problem solving skills, self-regulation, and social/behavioral functioning in children with moderate to severe traumatic brain injuries compared to children without brain injuries. Children with brain injuries provided fewer assertive and more avoidant/aggressive responses to social problem solving scenarios. Higher self-regulation predicted more assertive responses. Social problem solving responses accounted for variance in social/behavioral functioning ratings, with aggressive responses associated with poorer functioning and assertive responses associated with better functioning.
Musical training shapes structural brain developmentpacojavierradio
The study examined structural brain changes in children who received 15 months of musical training compared to a control group.
Key findings:
1. After 15 months, the musical training group showed greater expansion in motor and auditory brain regions compared to controls.
2. Expansion in these regions correlated with improvements on motor sequencing and auditory discrimination tests in the musical training group.
3. The results suggest that structural brain differences seen in adult experts may be due to training-induced plasticity during development rather than innate biological factors.
International Journal of Education (IJE)ijejournal
International Journal of Education (IJE) is a Quarterly peer-reviewed and refereed open access journal that publishes articles which contribute new results in all areas of Educatioan. The journal is devoted to the publication of high quality papers on theoretical and practical aspects of Educational research.
The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements, and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education.
This study utilized cluster analysis to identify profiles of emotion regulation (ER) in 196 Chinese children based on ratings from mothers, teachers, and the children themselves. Four clusters were identified: 1) a poor family ER group who received negative ratings only from mothers, 2) a good ER group with moderately positive ratings across informants, 3) a poor school ER group with negative teacher ratings but positive mother ratings, and 4) an excellent ER group with the highest ratings across informants. Children in the inconsistent clusters (poor family and poor school ER groups) showed more psychosocial problems according to teacher reports than those in the consistent good and excellent ER groups, highlighting the importance of a multi-informant approach to understanding ER.
"Yes...But..." cognitive response to partial success: an exploratory researchGabriele Caselli
The study explored the "Yes, but" cognitive response to positive stimuli and its impact on mood and negative thoughts. Participants recalled a positive life event and focused on what was missing or could be improved ("Yes, but" condition) or what made them satisfied. The "Yes, but" condition led to decreased mood and increased negative thoughts in both clinical and non-clinical Italian and Romanian samples, independently of depression severity or rumination levels. The "Yes, but" style may hinder positive experiences and acceptance of alternative beliefs, maintaining depression. Future research should further investigate its use and how to help patients manage attention in a more adaptive way.
Relationship between cortisol, perceived stress, and mindfulness meditationRachael Blais
The study examined the effects of a 30-minute mindfulness meditation session on perceived stress levels and cortisol levels in college students. 39 undergraduate students were randomly assigned to either a meditation group or a control group. Personality traits, health behaviors, perceived stress scales, and cortisol samples were measured. Results found no significant differences in perceived stress or cortisol levels between the meditation and control groups, suggesting a brief mindfulness meditation did not reduce stress. However, emotional stability was found to negatively correlate with perceived stress levels.
The study examined the relationship between inhibition, anxiety, and processing efficiency in performing musicians compared to non-performing musicians. 38 participants completed an inhibitory oddball task while EEG was recorded. There were no differences between groups in accuracy or reaction time on the task. However, musicians maintained stable accuracy across blocks while non-musicians' accuracy declined slightly. Additionally, there was a marginal interaction where musician accuracy remained stable but non-musician accuracy declined over blocks. No differences between groups were found for state or trait anxiety measures. The study provides limited evidence that musicians may use compensatory strategies to maintain performance effectiveness during inhibitory tasks.
·Response GuidelinesReply to the posts of two peer.docxlanagore871
·
Response Guidelines
Reply to the posts of two peers in this discussion. You may want to share insights you have related to your peer's application of research concepts, or ask a clarifying question. You may choose to comment on how the article presented by your peer is relevant to your own professional interests. Each peer response need to have at least two references.
1
st
Peer posting
Chang et al. (2016) conducted a study to determine if there was an answer to the contradicting study results regarding the brain activity in schizophrenics and their siblings. Earlier research has given mixed results stating that schizophrenics have excessive brain activity and others show that they have incoherent activity. The same mixed results showed up in research on siblings of schizophrenics. This study used amplitudes of low-frequency fluctuations (ALFF) as well as regional homogeneity (Reho). The used the ALFF and Reho to track the intensity as well as any synchronization of local spontaneous neuronal activity among three groups of participants (Chang et al., 2016).
Repovs and Barch (2012) conducted a study using a similar research design but instead they were looking for how functional connectivity may differ in schizophrenics when there is no cognitive task involved, a light cognitive task, and then a more demanding cognitive task. The study used participants who were diagnosed with schizophrenia and their siblings, and health individuals and their siblings. These four different groups helped to determine if there was any difference between a sibling of an individual with schizophrenia compared to siblings that were not impaired. The study focused on the working memory of the individuals. fMRI scans were used as well as other basic imaging and recall memory assessment activities (Repovs & Barch, 2012).
The study conducted by Chang et al. (2016) was using reliable testing techniques in regards to the neuronal activity that was tracked. The sample size was not very large but did have the randomized factor by comparing the results to not one but two variables (siblings and non-related healthy individuals). Had the sample size been larger the results could likely be more generalizable. The participants were gathered using participants from a other studies the researchers had done. There were 27 participants who were diagnosed with schizophrenia, 27 non effected siblings, and 27 healthy unrelated participants. The research design was used to map the activity in the brain of all three groups in different circumstances so they could compare the results to find any commonalities or clear differences. This method of research helped to determine if there was any validity to the claims of either excessive brain activity or incoherent activity in schizophrenics and their siblings. This study seems to be a quasi-experimental study since it has a group used for comparison but it does not use random assignment (Sherperis, Young & .
INDIVIDUAL EMOTION RECOGNITION AND SUBGROUP ANALYSIS FROM PSYCHOPHYSIOLOGICAL...sipij
This study involves intra- and inter-individual emotion classifications from psychophysiological signals and subgroup analysis on the influence of gender and age and their interaction on the emotion recognition. Individual classifications are conducted using a selection of feature optimization, classification and evaluation approaches. The subgroup analysis is based on the inter-individual classification. Emotion
elicitation is conducted using standardized pictures in the Valence-Arousal-Dominance dimensions and affective states are classified into five different category classes. Advantageous intra-individual rates are obtained via multi-channel classification and the respiration best contributes to the recognition. High interindividual variances are obtained showing large variability in physiological responses between the
subjects. Classification rates are significantly higher for women than for men for the 3-category-class of Valence. Compared to old subjects, young subjects have significantly higher rates for the 3-category-class and 2-category-class of Dominance. Moreover, young men’s classification performed the best among the other subgroups for the 5-category-class of Valence/Arousal.
[Paper Report] The influence of stress on social cognition in patients with b...Hao-Chen Ke
This document summarizes two studies that examined the stress response in patients with borderline personality disorder (BPD). The first study found that stress increased negative emotions more in the BPD group than other groups, while physiological responses were attenuated. The second study found no difference in cortisol response between BPD patients and controls during or right after a social stress task, but BPD patients showed elevated cortisol levels 30 minutes after the task, indicating a delayed stress response. Both studies provide evidence that BPD is associated with dysregulation of the stress response system.
Head movement differs for positive and negative emotions in video recordings ...Maciej Behnke
Individuals tend to approach positive stimuli and avoid negative stimuli. Furthermore, emotions influence whether individuals freeze or move more. These two kinds of motivated behavior refer to the approach/avoidance behavior and behavioral freezing/activation. Previous studies examined (e.g., using forced platforms) whether individuals’ behavior depends on stimulus’ valence; however, the results were mixed. Thus, we aimed to test whether emotions’ effects on spontaneous whole‑body behavior of standing individuals also occur in the seated position. We used a computer vision method to measure the head sway in video recordings that offers ease of use, replicability, and unobtrusiveness for the seated research participant. We analyzed behavior recorded in the laboratory during emotion manipulations across five studies totaling 932 participants. We observed that individuals leaned more forward and moved more when watching positive stimuli than when watching negative stimuli. However, individuals did not behave differently when watching positive or negative stimuli than in the neutral condition. Our results indicate that head movements extracted from seated individuals’ video recordings can be useful in detecting robust differences in emotional behavior (positive vs. negative emotions).
“STUDY ON THE IMPACT OF PRAKRITI IN CHILDREN WITH ACADEMIC STRESS AND EVALUAT...Dr-sumod Khedekar
“STUDY ON THE IMPACT OF PRAKRITI IN CHILDREN WITH ACADEMIC STRESS AND EVALUATION OF ANTISTRESS EFFECT OF SARASWAT CHURNA”
presented in Kochi International seminar.
This study examined sex differences in the relationship between adolescent brain activity and depressive symptoms. The study found that boys and girls differed in how brain activity in the dorsolateral prefrontal cortex and posterior cingulate cortex correlated with self-reported depressive symptoms and difficulty with emotion regulation. Specifically, boys showed a positive correlation whereas girls showed a negative correlation, suggesting they engage different brain regions as depressive symptoms increase. The findings help shed light on why females are at higher risk for depression during adolescence.
Your employer is pleased with your desire to further your educatio.docxwoodruffeloisa
Your employer is pleased with your desire to further your education and would like you to inform other employees about the process of online education; however, she still has questions about applying. Using proper memo format, and Figure 6-1 of the textbook, explain the process of applying for a degree at CSU. Use word processing software, such as Microsoft Word, to create your memo.
Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Pfeiffer, W., & Adkins, K. (2012, 109-110).
Technical communication fundamentals
. Upper Saddle River, NJ: Prentice Hall.
.
Your finished project, including both elements of the paper, should .docxwoodruffeloisa
Your finished project, including both elements of the paper, should be approximately 12 to 14 double-spaced pages, not including the cover or reference pages but including the abstract, submitted as one document. Make sure you present an introduction and a conclusion tying together both aspects of the paper. Follow the guidelines in either Course Content or in the conference. You must post your selection in this conference. The paper is due at the end of week 8 and must be submitted in your Assignments folder. Review the late policy above. The paper will not be accepted late.
.
Your first task is to find a public budget to analyze. It is suggest.docxwoodruffeloisa
Your first task is to find a public budget to analyze. It is suggested you focus on a city/county department, a small municipality/township, a school district, a special district (such as a forest preserve district, stadium district, or water district), a community college, a small public university, or a single state agency.
Be sure not to choose a budget that is too large to analyze in one written exercise. Most budgets are readily available on the institution’s website or by contacting the budgeting/finance department. Many local libraries will also have these documents.
In your analysis, you should address the following items/questions:
Offer a brief overview of your chosen agency. What are its primary functions and roles in the community?
What are the primary expenditures for your chosen agency?
How do these expenditures determine public policy priorities?
Has the agency’s budget increased or decreased since last year? What does this indicate about the success of the agency and its ability to deliver services?
Is the agency allocating resources wisely?
What recommendations would you offer, in terms of resource allocation, for the agency in the future?
The entire budgetary analysis should be 8 to 10 pages in length and should be submitted in Unit VIII. The Final Project
must incorporate no fewer than five (5) peer-reviewed journal articles to bolster your analysis of the budget. You should be able to apply the theories learned in class to your case. The project must conform to APA format, and all sources must be properly cited and referenced.
.
Your essay should explain the trip from your personal point of view,.docxwoodruffeloisa
The essay should be written from your personal point of view about the trip, explaining your experience and what you learned without just listing historical facts or timelines. It should discuss your impressions of the location, any surprises or disappointments, and any knowledge or wisdom you gained from the trip.
Your dilemma is that you have to make a painful medical decision and.docxwoodruffeloisa
Your dilemma is that you have to make a painful medical decision and
to explain, in writing, who benefits from what you decided, who gets
denied a needed benefit, and why. The document is to be in the form of
an official memorandum that will be kept for the record and could be
potentially read by not only your Peer Review Committee, but also
possibly those involved in charitable fundraising to support hospital
development and others with financial interests in the choice made.
Include in the document the utilitarian ethical philosophy of John
Stuart Mill (The Ethics of Consequences) and ONE OTHER ETHICAL
PHILOSOPHER of your choice and use both of those philosophies to bolster your decision.
We can do John Stuart Mill and Jeremy Bentham for the two utilitarian ethical philosopher. They said: The Principle of Utility from Bentham and Mill expressed in ethical form is this: “We should act in such a way as to maximize the happiness of everyone affected by our actions.” This was a radical idea, because it included no references to religion and had a purely human focus. It was also teleological (learn this new word), because it focused only on the consequences of decisions.
This paper will be at least two double spaced pages but
limited to three pages. Remember both professional written form and
potential audience, as well as tone when writing this sensitive paper.
Your assignment is to make the decision using utilitarian ethics and
then to write it up in the form of a Memorandum for the hospital
records.
The Memorandum should be at least two double-spaced pages with a
maximum of three pages, in memorandum form, ready to become an
official item of record.
Scenario You Decide
One of the great ongoing situations that calls for ethical decision
making is the reality that there is almost always a greater need for
something than there is a supply to meet the need.
For our assignment and scenario, the demand is the life-and-death
situation of the need for transplantable organs and the rather small
and transitory supply. Hard decisions need to be made, and there is
little time to think things through. These are emergency situations.
Transplantable organs become available on short notice--usually
because a donor has died for reasons unrelated to the organ. They need
to be removed and transplanted very quickly because they only remain
fresh for a limited period. Then there is the whole complicated issue
of tissue type matching. There is also an ongoing concern about how
long recipients can wait.
Scenario:
Ok, Lead Surgeon, its time to do what you do the best!
You are the Lead surgeon in a major hospital, and by virtue of your
seniority you are also the key decision maker for transplant cases.
Right now you have three people who are waiting and hoping for a
suitable heart to become available. Your call phone rings suddenly,
and you are notified that a heart has become available- meaning that
you need to make a quick yet sound decision about which patient wil.
your definition of moral reasoning. Then, compare two similarities.docxwoodruffeloisa
your definition of moral reasoning. Then, compare two similarities and two differences in moral reasoning across the two cultures you selected. Finally, describe two culture-specific factors that might lead to these differences and explain how.
and the two cultures that I selected is Muslim and India's
.
Your company is in the process of updating its networks. In preparat.docxwoodruffeloisa
Your company is in the process of updating its networks. In preparation for the upgrade, your CEO has requested that you write a white paper (search term: White paper template) explaining the various telecommunication technologies. Begin by explaining basic telecommunication channel characteristics (minimum 5). Next discuss at least three network types (for example: Local Area Network/LAN). Then differentiate between client/server networks and peer to peer networks. Finally, recommend a network type and identify and describe three types of telecommunications hardware that will be required to set up this network. Conclude by explaining three things the company can do to secure their network.
.
Your company has just announced that a new formal performance evalua.docxwoodruffeloisa
Your company has just announced that a new formal performance evaluation system will be used (effective immediately). One of your supervisor's anniversary date is coming up and the human resources (HR) manager has asked you not only to rate this supervisor but to develop a grading form to use for her and other supervisors.
Assess the leadership, interpersonal skills, and earned values on other areas of concentration you deem necessary to rate the overall performance of any supervisor you have worked with, observed, know of, worked for, been supervised by, or supervised. Include your objective reasoning for eachassigned grade with an explanation of one or more sentences.
For example, on a scale of 1–9 (superior performance), you rate the supervisor as a 4; your explanation might be as follows:
Rarely held department meetings
Poor verbal communication skills
Uses foul language when counseling employees
.
Your CLC team should submit the followingA completed priority.docxwoodruffeloisa
Your CLC team should submit the following:
A completed priority analysis
Determination of which project is to be undertaken first, along with a summary of why the project was chosen, including an explanation of the relationship between the project and the organization’s mission, vision, and objectives
I AM ONLY RESPONSIBLE FOR QUESTION TWO.
Please see attachment for completed project.
.
Your classroom will be made up of diverse children. Research what va.docxwoodruffeloisa
Your classroom will be made up of diverse children. Research what varying cultures are represented in your community and the school/district resources that are available to support families. Also, include additional resources that may not be directly provided by the school or school district.
Write a 500-750-word plan for community culture that will support families in the school/district. Include information about the varying cultures in the community.
Identify how selected resources can provide positive support for families. This assignment can be presented as a brochure or document; be creative.
.
Your business plan must include the following1.Introduction o.docxwoodruffeloisa
Your business plan must include the following:
1.
Introduction of the proposed business;
2.
Description and explanation of the type of business entity that is best for your business;
3.
Description of the specific steps needed to be followed to successfully and legally start the business;
4.
A draft of a valid contract with a vendor, supplier, customer, etc. that illustrates all elements of a contract and takes into consideration some of the topics discussed in the contract chapters;
5.
Possible ethical considerations for your business, including any social responsibility plans or attitudes that your business will embrace;
6.
Description of a possible disagreement that could be encountered among the partners or investors and shareholders; and
7.
Illustration of the various ways the disagreement could be resolved (referring back to the formal documents, such as the articles of incorporation or the partnership agreement).
This paper must be 1,500–2,100 words, double-spaced, Times New Roman font or similar, and include at least 3 citations/sources in current APA format.
.
Your assignment is to write a formal response to this work. By caref.docxwoodruffeloisa
Your assignment is to write a formal response to this work. By carefully describing subject matter, medium, form, and context, you should be able to arrive at a thoughtful well -defended interpretation of the piece. (1) Describe it . Thoroughly. If it is representational, what is the subject matter depicted? If it is non -representational, say so. What does it look like? What is the medium? Have we studied/do you know anything about the process that resulted in the work? What size is it? Is it a 2 -dimensional or 3 -dimensional piece? Which formal elements stand out to you? What are the colors being used? Be as descriptive as possible. (2) Contextualize it . What is the title? What is the name of the artist who created it? Do you know anything about the artist? Is there a statement giving you more information? In which year was it made? Where is it being displayed as you are looking at it? How is it being displayed? Are there other works by the same artist there to give you more context? Can you compare and contrast it to other works you’ve seen elsewhere or studied ? (3) Interpret it. Based on your description, what do you think the artist was trying to say? It may be difficult to separate this interpretation from the descriptive process and it is okay if the two aspects are interwoven. (4) Respond to it. Though I am not interested in merely hearing whether or not you like the piece, I also want you to meaningful respond to the work. As art -critic Peter Scheldahl proposes, a question more valuable to ask yourself can be, “If I were someone who did like this piece, why would I like it?” Who is its intended audience and are you among that audience? Why did you choose this particular piece? What does it make you think about? Why do you think that the artist made the choices that she or he did? Do you agree with all of those choices? Is the artist’s intention clear/well -executed? How do you feel about the way in which the work is being displayed? Would it be more suitably exhibited somewhere else or alongside different work? This part of the paper may contain judgments, but at this point they will be well founded. Never make a proclamation without continuing the sentence with the because… Your response should be a minimum of one and a half double -spaced pages, 12 point font. If you are thorough in your description, you should find that you easily exceed this length.
Name of this Artwork: The Black Ring
.
Your assignment is to write about the ethical theory HedonismYour.docxwoodruffeloisa
This assignment asks students to write a graduate-level critical review summarizing the ethical theory of hedonism and how it relates to ethical and unethical behavior in the criminal justice system, supported with additional research. Students must discuss how hedonism, which focuses on pleasure as the ultimate good, is applied to criminal justice practices and decision making.
Your assignment is to write a short position paper (1 to 2 pages dou.docxwoodruffeloisa
Your assignment is to write a short position paper (1 to 2 pages double spaced, or roughly 250-500 words) answering ONE of the following two questions:
(1) How much appropriation do you think is justifiable in creating new works of art which draw on previously existing source material? As case studies, consider Nina Paley’s use of Annette Hanshaw’s music in
Sita Sings the Blues
and Shepard Fairey’s adaptation of an Associated Press news photograph for his 2008 Barack Obama “Hope” campaign poster. In each case, do you feel the artist was right or wrong in the way they used the material? Were the corporate entities involved right or wrong to claim their copyrights gave them the power to suppress these works?
-OR-
(2) When an artist freely adapts material that is strongly associated with a culture other than his or her own, does that artist have a special responsibility to avoid offending some members of that culture? Would the same standards apply to an artist from within the culture? As a case study, consider Nina Paley’s contemporary retelling of the Ramayana epic in
Sita Sings the Blues
. Some Hindus condemned the film while other Hindus applauded it. When, if ever, should an artist compromise his or her vision in deference to interest groups claiming offense?
Whichever question you choose, you may argue pro or con or somewhere in between, but whatever side you are on, you should avoid emotional rants and baseless charges. Summarize each side’s position, and use specific evidence and sound reasoning to support your case. Your writing will be assessed according to the amount of time and thought you put into the work, the persuasiveness of your reasoning, and the clarity of your writing. You may refer to outside sources if properly cited, but do not copy from websites or other authors; use your own words. As always, grammar, spelling, and style count; be sure to proofread your paper for any mistakes.
.
Your assignment is to report on a cultural experience visit you .docxwoodruffeloisa
Your assignment is to report on a "cultural experience" visit you make during this term. The experience should be done in person. (If this is impossible, contact the instructor to arrange for an alternative assignment.) You may not report on a cultural experience from prior to this class. After the visit, write a 500-800 word report about the visit and what you learned.
You should attend or visit one of the following.
a museum or display of art, culture, or technology
a sculpture garden
a significant or notable architectural site (if there is explanatory material there to help you understand it)
a music concert
a street art festival
a play, poetry reading or other spoken word performance
a dance performance
an important or notable historical site (if there is explanatory material there to help you understand it)
a religious service, ceremony or ritual for a religion very different from yours, if you practice (for instance, if you are Christian, you may not go to another Christian denomination's service)
other displays or performances
may
be acceptable.
Check with your instructor for approval beforehand.
After your
cultural experience visit,
write a report that includes the following information. (Please number the sections of your report to match):
Name and location of the museum, site, or event. If there is on-line information about the site or performance, include a link.
Type of museum, site or event. For example, is it a portrait museum, a poetry slam, an outdoor Shakespeare festival performance? If you attended a performance, name the performer or the piece. Be specific about
what
you attended,
when
, and
where
.
Briefly describe the general setting.
Describe
one or more parts or aspects
of the experience—for example, a particular work of art, cultural artifact, song, dance section, scene in a play, costumes or lighting, one particular actor or vocalist—that you found especially interesting. Explain what impressed you, and why. Your reaction can be positive or negative, as long as you offer an explanation for your reactions.
Identify and use at least two things you've learned in class to that you can connect to your experience. For example, if you visit a museum, you might point out the architectural style, discuss an artist you've learned about in the course, tie in your experience with a class discussion, make use of a concept presented in a class assignment. We've learned how visual arts and musical arts ( hearing are and can be different as you get a differen experence from it), also we have learned that different experiences bring different meaning and different ways of seeing things.
Include photos or links to images on a web page to help convey the information.
How did the experience engage your feelings or emotions, if at all? What does this tell you about human culture
Reflect on the relevance--if any--of your experience to your everyday life.
.
Your assignment is to create a Visual Timeline” of 12 to 15 images..docxwoodruffeloisa
You are assigned to create a visual timeline of 12-15 images that chronologically illustrates the growth of American art from pre-Columbian cultures to modern art of the 1950s. You should select artists such as Jacob Lawrence, Georgia O'Keeffe, Andrew Wyeth, George Bellows, or Elizabeth Catlett that best represent America's artistic heritage. Provide a brief introduction explaining your selection process and labeling each image with the artist, title, dimensions, medium, and date.
Your annotated bibliography will list a minimum of six items. .docxwoodruffeloisa
Your annotated bibliography will list a minimum of
six items
.
Four
of them must be from credible, academic, peer-reviewed sources that you find as you do research for the final essay.
The remaining two
sources must be credible, but they can come from sources other than academic journals if you wish. When you write, use standard MLA typographic and citation format, and then extend each Works Cited entry with a summary of the major arguments in the essay you have read. Each summary must contain
a minimum of 100 words
.
If desired, append a list of “Works Consulted” for sources used that are
not
peer-reviewed.
Basic MLA Style Format for an Annotated Bibliography
Format your page and list of citations in the same way you would a normal Works Cited page, then add your annotation at the end of it.
Title your bibliography “Works Cited” at the top of the page. Center it, but do not put it in bold face type.
Put entries in alphabetical order, not the order in which they have been assigned.
Use hanging indents
, as shown below. That is, the first line of the citation starts at the left margin. Subsequent lines are indented 5 spaces.
As with every other part of an MLA formatted essay, the bibliography is
double spaced
throughout.
The
annotation is a continuation of the citation
. Do not drop down to the next line to start the annotation.
The
right margin is the normal right margin
of your document.
There is a right way and a wrong way to write up these entries.
Don’t “report”
the arguments the author makes or tell readers the order in which those arguments are presented and count all of that reporting and listing as “summary” or annotation. Instead, restate in your own words the claims made by the writer in his/her essay.
Wrong way to do it
: "Marotti introduces his argument in the first section of the essay; then he moves on to talk about Petrarchan conventions. He ends the essay by talking about the political ramifications of Shakespeare's sonnets."
Right way to do it:
"Marotti’s argument here is that the sonnet genre must be understood in three ways: by examining the text itself, by examining the text in relation to others of its kind, and by exploring the social/historical environment in which it was published and circulated . . ."
Sample Annotations
NOTE:
These entries provide models of both format and content. They summarize—rather than “report”—the essay described.
Marotti, Arthur F. ""Love is Not Love": Elizabethan Sonnet Sequences and the Social Order."
ELH
2(1982): 396-428. Marotti’s argument here is that the sonnet genre must be understood in three ways: by examining the text itself, by examining the text in relation to others of its kind, and by exploring the social/historical environment in which it was published and circulated. Using those criteria, he argues that we should understand sonnet sequences as more than just a collected string of Petrarchan love poems. The 16
th
century sequences suddenly fell out o.
Your business plan must include the following1.Introduction of .docxwoodruffeloisa
Your business plan must include the following:
1. Introduction of the proposed business;
2. Description and explanation of the type of business entity that is best for your business;
3. Description of the specific steps needed to be followed to successfully and legally start the business;
4. A draft of a valid contract with a vendor, supplier, customer, etc. that illustrates all elements of a contract and takes into consideration some of the topics discussed in the contract chapters;
5. Possible ethical considerations for your business, including any social responsibility plans or attitudes that your business will embrace;
6. Description of a possible disagreement that could be encountered among the partners or investors and shareholders; and
7. Illustration of the various ways the disagreement could be resolved (referring back to the formal documents, such as the articles of incorporation or the partnership agreement).
This paper must be 1,500–2,100 words, double-spaced, Times New Roman font or similar, and include at least 3 citations/sources in current APA format.
.
you wrote an analysis on a piece of literature. In this task, you wi.docxwoodruffeloisa
you wrote an analysis on a piece of literature. In this task, you will write an analysis (
suggested length of 3–5 pages
) of one work from the disciplines of visual art or music. Choose
one
work from the list below:
Classical Period
Art:
• Exekias,
Achilles and Ajax Playing a Dice Game
(Athenian black-figure amphora), ca. 540−530 BCE
• Praxiteles,
The Aphrodite of Cnidus (Knidos)
c. 350 BCE
• Alexandros of Antioch,
Venus de Milo
, between 130−100 BCE
• Apollodorus of Damascus,
Trajan’s Column
, c. 107 CE
• After Leochares,
Apollo Belvedere
, c. 120 CE
• Agesander, Athenodorus, and Polydorus of Rhodes,
The Laocoön Group
, Late 2nd Century
Renaissance
Art:
• Leonardo da Vinci,
Annunciation
, c. 1472
• Titian,
Bacchus and Ariadne
, c,1520
• Hans Holbein the Younger,
The Ambassadors
, 1533
• Marcus Gheeraerts the Younger,
Queen Elizabeth I (Ditchley Portrait)
, c. 1592
Music:
• Josquin des Prez, Mille Regretz (French Chanson), c. 1521
• Giovanni Pierluigi da Palestrina,
Sicut Cervus
(motet), c. 1581
• Thomas Morley,
Now is the Month of Maying
, 1595
• John Farmer,
Fair Phyllis
(English Madrigal) 1599
NeoClassical (Art) / Classical (Music)
Art:
• Antonio Canova,
Psyche Revived by Cupid’s Kiss
, c. 1777
• Jacques Louis David,
The Death of Socrates
, 1787
• Sir John Soane,
Bank of England
, 1788–1833
• Ingres,
La Grande Odalisque
, 1814
Music:
• W.A. Mozart, Piano Concerto No. 20 in D Minor, K. 466 – “Romanze” (second movement), 1785
• W.A. Mozart, Overture to
The Marriage of Figaro
K. 492, 1786
• Franz Joseph Haydn, Symphony No. 94 in G Major (
Surprise
), 1792
• Ludwig van Beethoven, Symphony No. 5 in C Minor, Op. 67,”Allegro con brio” (first movement), 1804–1808
Romanticism
Art:
• Henry Fuseli,
The Nightmare
, 1781
• John Constable,
The Hay Wain
, 1821
• Eugene Delacroix,
The Death of Sardanapalus
, 1827
• J.M.W. Turner,
Slave Ship
, 1840
Music:
• Franz Schubert,
Erlking
D.328 (Lied), 1815
• Hector Berlioz,
Dream of the Witches’ Sabbath
from
Symphonie fantastique
, 1830
• Clara Schumann,
4 pieces fugitives
, Op.15, 1853
• Bedrich Smetana,
The Moldau from Má Vlast
, 1874
Realism
Art:
• Gustave Courbet,
The Stone Breakers
, 1849
• Rosa Bonheur,
The Horse Fair
, 1852-1855
• James Whistler,
Arrangement in Grey and Black, No.1: Portrait of the Artist's Mother
, 1871
• Édouard Manet,
A Bar at the Folies-Bergère
, 1882
Music:
• Stephen Foster,
Old Folks at Home
,1851
• John Philip Sousa,
The Stars and Stripes Forever
, 1896-97
• Giacomo Puccini,
Madama Butterfly
, 1904
• Julia Ward Howe,
The Battle Hymn of the Republic
, 1862
Use the link near the bottom of this page to access direct links to the works listed above.
Once you have selected and viewed the work, you will create a paragraph of descriptive writing with your personal observati.
You work for a small community hospital that has recently updated it.docxwoodruffeloisa
You have been asked to analyze the efficiency, security, and privacy of your hospital's recently updated electronic health record system and provide a 5-7 page executive summary report to the COO. The report should examine the emergence of health technology and EHRs since HIPAA, analyze current trends in health records and charting as they relate to advances in technology, and assess how modern patient record systems can support operations through privacy, quality care, cost administration, and records access and retention.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2. implicit systems (COVIS) theory, which posits the existence
of separate explicit and implicit category-learning systems
(Ashby et al., 1998). The explicit system enables people to
learn RD categories and is associated with the prefrontal cor-
tex (PFC) and the anterior cingulate cortex (ACC). RD cate-
gory learning uses hypothesis testing, rule selection, and
inhibition to find and apply rules that can be verbalized, and it
is influenced by cognitive flexibility. The implicit system
enables people to learn non-RD categories, relies on connec-
tions between visual cortical areas and the basal ganglia, and
is not affected by cognitive flexibility. This system is likely
procedural in nature and dependent on a dopamine-mediated
reward signal (Maddox, Ashby, Ing, & Pickering, 2004). RD
and non-RD category sets have been dissociated behaviorally
(for a review, see Maddox & Ashby, 2004) and neurobiologi-
cally (Nomura et al., 2007), making them appropriate for the
study of mood effects.
We argue that positive mood increases cognitive flexibility,
and this effect enhances the explicit category-learning system
Corresponding Author:
Ruby T. Nadler, The University of Western Ontario, Department
of
Psychology, Social Science Centre, Room 7418, 1151 Richmond
St., London,
Ontario, Canada N6A 5C2
E-mail: [email protected]
Better Mood and Better Performance:
Learning Rule-Described Categories Is
Enhanced by Positive Mood
Ruby T. Nadler, Rahel Rabi, and John Paul Minda
The University of Western Ontario
3. Abstract
Theories of mood and its effect on cognitive processing suggest
that positive mood may allow for increased cognitive flexibility.
This increased flexibility is associated with the prefrontal
cortex and the anterior cingulate cortex, both of which play
crucial
roles in hypothesis testing and rule selection. Thus, cognitive
tasks that rely on behaviors such as hypothesis testing and rule
selection may benefit from positive mood, whereas tasks that do
not rely on such behaviors should not be affected by positive
mood. We explored this idea within a category-learning
framework. Positive, neutral, and negative moods were induced
in
our subjects, and they learned either a rule-described or a non-
rule-described category set. Subjects in the positive-mood
condition performed better than subjects in the neutral- or
negative-mood conditions in classifying stimuli from rule-
described
categories. Positive mood also affected the strategy of subjects
who classified stimuli from non-rule-described categories.
Keywords
frontal lobe, emotions, hypothesis testing, selective attention,
response inhibition
Received 4/7/10; Revision accepted 6/28/10
Research Report
Better Mood and Better Performance 1771
mediated by the PFC (Ashby et al., 1999; Ashby & Ell, 2001;
4. Minda & Miles, 2010). We base our predictions on two lines
of research. First, Ashby et al. (1999) hypothesized that posi-
tive affect is associated with enhanced cognitive flexibility as
a result of increased dopamine in the frontal cortical areas of
the brain. Second, the COVIS theory predicts that increased
dopamine in the PFC and ACC should enhance learning on
RD tasks, and reduced dopamine should impair learning on
RD tasks (Ashby et al., 1998). Thus, positive mood should be
associated with enhanced RD category learning, an important
prediction that has not to our knowledge been tested directly.
We induced a positive, neutral, or negative mood in sub-
jects and presented them with one of two kinds of category
sets that have been widely used in the category-learning litera-
ture (Ashby & Maddox, 2005). These sets consisted of sine-
wave gratings (Gabor patches) that varied in spatial frequency
and orientation. The RD set of Gabor patches required learners
to find a single-dimensional rule in order to correctly classify
the stimuli on the basis of frequency but not orientation, and
the non-RD, information-integration (II) set of Gabor patches
required learners to assess both orientation and frequency.
Subjects in the RD condition were able to formulate a verbal
rule to ensure optimal performance, but subjects in the II con-
dition were not able to form a rule that could be easily
verbalized.
We predicted that subjects in a positive mood, compared
with those in a neutral or negative mood, would perform better
when learning RD categories. It was unclear whether a nega-
tive mood would impair RD learning relative to a neutral
mood, as the effects of negative mood on cognitive processing
are variable and difficult to predict (for a review, see Isen,
1990). Because the PFC and the ACC do not mediate the
implicit system, we did not expect mood to affect II category
learning.
5. Method
Subjects
Subjects were 87 university students (61 females and 26
males), who received $10.00 or course credit for participation.
Subjects were randomly assigned to one of the three mood-
induction conditions and one of the two category sets. Six sub-
jects who scored below 50% on the categorization task were
excluded from data analysis.
Materials
We used a series of music clips and video clips from YouTube2
to establish affective states. We verified that these clips evoked
the intended emotions by conducting a pilot study. After each
viewing or listening, subjects in the pilot study (7 graduate
students, who did not participate in the main experiment) rated
how the clip made them feel on a 7-point scale, which ranged
from 1 (very sad) to 4 (neutral) to 7 (very happy). Table 1
shows the complete list of clip selections and the average rat-
ings by pilot subjects; it also denotes the clips selected for the
main experiment. As a manipulation check during the main
experiment, we queried subjects with the Positive and Nega-
tive Affect Schedule (PANAS) after using the selected clips to
induce moods. The PANAS assesses positive and negative
affective dimensions (Watson, Clark, & Tellegen, 1988).
The Gabor patches used in the main experiment were gen-
erated according to established methodologies (see Ashby &
Gott, 1988; Zeithamova & Maddox, 2006). For each category
(RD and II), we randomly sampled 40 values from a multivari-
ate normal distribution described by that category’s parame-
ters (shown in Table 2). The resulting structures for the RD
and II category sets are illustrated in Figure 1.3 We used the
PsychoPy software package (Pierce, 2007) to generate a Gabor
patch corresponding to each coordinate sampled from the mul-
6. tivariate distributions.
Procedure
In the main experiment, subjects were assigned randomly to
one of three mood-induction conditions (positive, neutral, or
negative), as well as to one of two category sets (RD or II).
Table 1. Music and Video Clips Used in the Pilot Study
Selection
Average subject
rating
Positive music
Mozart: “Eine Kleine Nachtmusik—Allegro”* 6.57
Handel: “The Arrival of the Queen of Sheba” 5.00
Vivaldi: “Spring” 6.14
Neutral music
Mark Salona: “One Angel’s Hands”* 3.86
Linkin Park: “In the End (Instrumental)” 4.14
Stephen Rhodes: “Voice of Compassion” 3.29
Negative music
Schindler’s List Soundtrack: “Main Theme”* 2.00
I Am Legend Movie Theme Song 2.71
Distant Everyday Memories 2.57
Positive video
Laughing Baby* 6.57
Whose Line Is It Anyway: Sound Effects 6.43
Where the Hell Is Matt? 6.00
Neutral video
Antiques Roadshow Television Show* 4.14
Facebook on 60 Minutes 3.71
Report About the Importance of Sleep 4.29
Negative video
Chinese Earthquake News Report* 1.43
7. Madison’s Story (About Child With Cancer) 1.71
Death Scene From the Film The Champ 1.86
Note: Clips were taken from the YouTube Web site. Asterisks
denote clips
that were used in the main experiment.
1772 Nadler et al.
Subjects were presented with the clips (music first, then video)
from their assigned mood condition and then completed the
PANAS so we could ensure that the mood induction was
successful.
After receiving instructions, subjects performed a category-
learning task on a computer. On each trial, a Gabor patch
appeared in the center of the screen, and subjects pressed the
“A” or the “B” key to classify the stimulus. Subjects who
viewed the RD category set (Fig. 1a) had to find a single-
dimensional rule to correctly classify the stimuli on the basis
of the frequency of the grating, while ignoring the more salient
dimension of orientation. The optimal verbal rule for such
classification could be phrased as follows: “Press ‘A’ if the
stimulus has three or more stripes; otherwise, press ‘B.’” The
non-RD, II category set (Fig. 1b) required learners to assess
both orientation and frequency. There was no rule for this set
that could be easily verbalized to allow for optimal perfor-
mance. In both conditions, feedback (“CORRECT” or
“INCORRECT”) was presented after each response. Subjects
completed four unbroken blocks of 80 trials each (320 total).
The presentation order of the 80 stimuli was randomly gener-
ated within each block for each subject.
8. Results
PANAS
Scores on the Positive Affect scale were as follows—positive-
mood condition: 2.89; neutral-mood condition: 2.45; and neg-
ative-mood condition: 2.42. A significant effect of mood on
positive affect was found, F(2, 78) = 3.98, p < .05, η2 = .093.
Positive-mood subjects showed only marginally more positive
Table 2. Distribution Parameters for the Rule-Described and
Non-Rule-
Described Category Sets
Category set and category µ
f
µ
o
σ
f
2 σ
o
2 cov
f,o
Rule-described
Category A 280 125 75 9,000 0
Category B 320 125 75 9,000 0
Non-rule-described
Category A 268 157 4,538 4,538 435
Category B 332 93 4,538 4,538 4,351
Note: Dimensions are in arbitrary units; see Figure 1 for scaling
9. factors. The sub-
scripted letters o and f refer to orientation and frequency,
respectively.
–200
–100
0
100
200
300
400
500
–100 0 100 200 300 400 500 600
O
rie
nt
at
io
n
Frequency
Rule-Described
–200
10. –100
0
100
200
300
400
500
–100 0 100 200 300 400 500 600
O
rie
nt
at
io
n
Frequency
Non-Rule-Described
ba
Fig. 1. Structures used in the (a) rule-described category set and
(b) non-rule-described, information-integration category set.
Category A stimuli are
represented by light circles, and Category B stimuli are
represented by dark circles. The solid lines show the optimal
11. decision boundaries between
the stimuli. The values of the stimulus dimensions are arbitrary
units. Each stimulus was created by converting the value of
these arbitrary units into
a frequency value (cycles per stimulus) and an orientation value
(degree of tilt). For both category sets, the grating frequency (f)
was calculated as
0.25 + (x
f
/50) cycles per stimulus, and the grating orientation (o) was
calculated as xo × (π/20)°. The Gabor patches are examples of
the actual stimuli
seen by subjects.
Better Mood and Better Performance 1773
affect than neutral-mood subjects did (p < .06), but they
showed significantly more positive affect than negative-mood
subjects did (p < .05). These scores indicate that the mood-
induction procedures were effective. Scores on the Negative
Affect scale were as follows—positive-mood condition: 1.15;
neutral-mood condition: 1.18; and negative-mood condition:
2.13. A significant effect of mood on negative affect was
found, F(2, 78) = 30.36, p < .001, η2 = .438, with negative-
mood subjects showing significantly more negative affect than
positive- and neutral-mood subjects did (p < .0001 in both
cases). These results again indicate that the mood-induction
procedures were effective.
Category learning
Figure 2 shows the learning curve (average proportion of cor-
rect responses in Blocks 1–4) for each condition and each cat-
12. egory set. A mixed analysis of variance revealed main effects
of category set, F(1, 75) = 31.94, p < .001, η2 = .257; mood,
F(2, 75) = 4.40, p < .05, η2 = .071; and block, F(3, 225) =
41.33, p < .001, η2 = .322. It also revealed a significant interac-
tion between mood and category set, F(2, 75) = 4.17, p < .05,
η2 = .067. We conducted two separate analyses of variance
(one for the RD category and one for the II category) to exam-
ine this interaction.
A main effect of mood on overall performance was found
for the RD category set, F(2, 35) = 6.28, p < .001, η2 = .264. A
Tukey’s honestly significant difference test showed that over-
all performance by subjects in the positive-mood condition
(M = .85) was higher than performance by subjects in the neg-
ative-mood condition (M = .73, p < .0001) and subjects in the
neutral-mood condition (M = .73, p < .0001). Performance did
not differ between subjects in the neutral- and negative-mood
conditions (p = .69). No effect of mood on overall perfor-
mance was found for the II category set (p = .71). Overall pro-
portions correct were as follows—positive-mood condition:
.64; negative-mood condition: .66; and neutral-mood condi-
tion: .64.
Computational modeling
For insight into the response strategies used by our subjects,
we fit decision-bound models to the first block of each sub-
ject’s data (for details, see Ashby, 1992a; Maddox & Ashby,
1993). We analyzed the first block of trials because that is
when mood-induction effects are likely to be strongest, and it
is also when cognitive flexibility is most needed. One class of
models assumed that each subject’s performance was based on
a single-dimensional rule (we used an optimal version with a
fixed intercept and a version with the intercept as a free param-
eter). Another class of models assumed that each subject’s per-
formance was based on the two-dimensional II boundary (we
13. used an optimal version with a fixed intercept and slope, a ver-
sion with a fixed slope, and a version with a freely varying
P
ro
po
rt
io
n
C
or
re
ct
RD Category Set II Category Set
.0
.2
.4
.6
.8
1.0
P
ro
po
14. rt
io
n
C
or
re
ct
.0
.2
.4
.6
.8
1.0
Block Block
Positive Mood Neutral Mood
Negative Mood
Positive Mood Neutral Mood
Negative Mood
1 2 3 4 1 2 3 4
Fig. 2. Average proportion of correct responses to stimuli in the
three mood conditions as a function of trial block. Subjects
were tested on either the
15. rule-described (RD) category set (left graph) or the non-RD,
information-integration (II) category set (right graph). Error
bars denote standard errors
of the mean.
1774 Nadler et al.
slope and intercept). We fit these models to each subject’s data
by maximizing the log likelihood. Model comparisons were
carried out using Akaike’s information criterion, which penal-
izes a model for the number of free parameters (Ashby, 1992b).
The proportion of subjects whose responses were best fit by
their respective optimal model is shown in Figure 3. For the
RD categories, .83 of positive-mood subjects, .62 of neutral-
mood subjects, and .54 of negative-mood subjects were fit best
by a model that assumed a single-dimensional rule. For the II
categories, .71 of positive-mood subjects, .40 of neutral-mood
subjects, and .43 of negative-mood subjects were fit best by
one of the II models.
Discussion
In this experiment, positive, neutral, and negative moods were
induced before subjects learned either an RD or a non-RD, II
category set. The RD set required subjects to use hypothesis
testing, rule selection, and response inhibition to achieve opti-
mal performance, and the II set was best learned by associat-
ing regions of perceptual space with responses (Ashby & Gott,
1988). We found that positive mood enhanced RD learning com-
pared with neutral and negative moods. Mood did not seem to
affect II learning. However, a comparison of decision-bound
models suggested that positive-mood subjects displayed a
greater degree of cognitive flexibility compared with neutral-
and negative-mood subjects by adopting an optimal strategy
16. early in both RD and II learning.
The COVIS theory suggests that people learn categories
using an explicit, rule-based system or an implicit, similarity-
based system (Ashby et al., 1998; Ashby & Maddox, 2005;
Minda & Miles, 2010). The brain areas that mediate these sys-
tems have been well studied, linking the PFC, ACC, and
medial temporal lobes to the explicit system but not to the
implicit system. Our experiment highlights a variable that
facilitates the learning of RD categories using the explicit
system.
The finding that positive mood enhances performance of
the explicit system posited by the COVIS theory corresponds
with the dopamine hypothesis of positive affect (Ashby et al.,
1999). Our results connect this research with existing work on
category learning, and we view this connection as a substan-
tial step forward in the study of cognition and mood. We sus-
pect that our positive-mood subjects experienced increased
cognitive flexibility, which allowed them to find the optimal
verbal rule faster than negative-mood subjects and neutral-
mood subjects did. Performance on the II category set did not
differ strongly across the different mood conditions. This
result is also in line with the dopamine hypothesis, as positive
mood is not theorized to affect the same brain regions
P
ro
po
rt
io
n
F
19. Fig. 3. Proportion of subjects in each mood-induction condition
whose responses best fit the optimal model for the category set
to which they
were assigned. Subjects learned either the rule-described (RD)
category set (left graph) or the non-RD, information-integration
(II) category set
(right graph).
Better Mood and Better Performance 1775
hypothesized by the COVIS theory to be involved with the
learning of non-RD category sets. However, our modeling
results suggest that the cognitive flexibility associated with
positive mood may affect the strategies used in II category
learning. This cognitive flexibility could allow the explicit
system to exhaust rule searches more effectively, even though
performance levels may remain unchanged between the
conditions.
We failed to find an effect of negative mood in RD learn-
ing. This is in line with previous research that reported no dif-
ferences between negative- and neutral-mood subjects on
measures of cognitive flexibility (Isen, Daubman, & Nowicki,
1987). It may be that negative mood does not affect RD cate-
gory learning, although we think it could, given the right cir-
cumstances. One possible explanation of why we did not find
such an effect is that the induced negative mood may not have
been sustained long enough to interfere with performance. We
suspect that subjects in certain negative states will be impaired
in RD category learning. Future work should examine ways of
sustaining mood states and should explore a wider range of
negative mood states.
An intriguing possibility that was not observed is that nega-
20. tive mood could enhance II category learning. Recent research
suggests that affective states low in motivational intensity
(e.g., amusement, sadness) are associated with broadened
attention, and affective states high in motivational intensity
(e.g., desire, disgust) are associated with narrowed attention
(Gable & Harmon-Jones, 2008, 2010). Thus, for example, sad-
ness may facilitate performance when broadened attention is
beneficial for category learning. We did not find this effect,
either because learning of the II category set used did not ben-
efit from broadened attention or because the induced negative
mood was high in motivational intensity. These interesting
ideas require further research.
Smith et al. (1993) showed that clinically depressed sub-
jects were impaired in RD category learning and unimpaired
in II category learning, but our research is the first to investi-
gate how experimentally induced mood states influence cate-
gory learning. We have shown that positive mood enhanced
the learning of an RD category set, an advantage that was
strong and sustained throughout the task. Positive mood did
not improve the learning of II categories, though there was
evidence that positive mood enhanced selection of the optimal
strategy. By connecting theories of multiple-system category
learning and positive affect, our research suggests that positive
affect enhances performance when category learning benefits
from cognitive flexibility. Future work should examine the
interaction between mood states (motivationally weak com-
pared with intense), valence (positive compared with nega-
tive), and category type (explicit compared with implicit) in
category learning.
Acknowledgments
We thank E. Hayden for many valuable insights on this project.
Declaration of Conflicting Interests
21. The authors declared that they had no conflicts of interest with
respect to their authorship or the publication of this article.
Funding
This research was supported by Natural Sciences and
Engineering
Research Council (NSERC) Grant R3507A03 to J.P.M., an
Ontario
Graduate Scholarship award to R.T.N., and an NSERC
fellowship to
R.R.
Notes
1. We define cognitive flexibility as the ability to seek out and
apply
alternate strategies to problems (Maddox, Baldwin, & Markman,
2006) and to find unusual relationships between items (Isen,
Johnson,
Mertz, & Robinson, 1985).
2. The clips can be found by searching for their titles on
YouTube
(http://www.youtube.com/), or URLs can be obtained from the
first
author.
3. Stimulus parameters and generation were the same as those
used
by Zeithamova and Maddox (2006).
References
Ashby, F.G. (1992a). Multidimensional models of
categorization. In
F.G. Ashby (Ed.), Multidimensional models of perception and
22. cognition (pp. 449–483). Hillsdale, NJ: Erlbaum.
Ashby, F.G. (1992b). Multivariate probability distributions. In
F.G.
Ashby (Ed.), Multidimensional models of perception and cogni-
tion (pp. 1–34). Hillsdale, NJ: Erlbaum.
Ashby, F.G., Alfonso-Reese, L.A., Turken, A.U., & Waldron,
E.M.
(1998). A neuropsychological theory of multiple systems in cat-
egory learning. Psychological Review, 105, 442–481.
Ashby, F.G., & Ell, S.W. (2001). The neurobiology of human
cat-
egory learning. Trends in Cognitive Sciences, 5, 204–210.
Ashby, F.G., & Gott, R. (1988). Decision rules in the perception
and
categorization of multidimensional stimuli. Journal of
Experimen-
tal Psychology: Learning, Memory, and Cognition, 14, 33–53.
Ashby, F.G., Isen, A.M., & Turken, A.U. (1999). A
neuropsychologi-
cal theory of positive affect and its influence on cognition. Psy-
chological Review, 106, 529–550.
Ashby, F.G., & Maddox, W.T. (2005). Human category
learning.
Annual Review of Psychology, 56, 149–178.
Gable, P., & Harmon-Jones, E. (2008). Approach-motivated
positive
affect reduces breadth of attention. Psychological Science, 19,
476–482.
23. Gable, P., & Harmon-Jones, E. (2010). The blues broaden, but
the
nasty narrows. Psychological Science, 21, 211–215.
Isen, A.M. (1990). The influence of positive and negative affect
on
cognitive organization: Some implications for development. In
N.L. Stein, B. Leventhal, & T.R. Trabasso (Eds.), Psychological
and biological approaches to emotion (pp. 75–94). Hillsdale,
NJ:
Erlbaum.
Isen, A.M. (1999). On the relationship between affect and
creative
problem solving. In S.W. Russ (Ed.), Affect, creative
experience,
1776 Nadler et al.
and psychological adjustment (pp. 3–17). Philadelphia, PA:
Taylor & Francis.
Isen, A.M., Daubman, K.A., & Nowicki, G.P. (1987). Positive
affect
facilitates creative problem solving. Journal of Personality and
Social Psychology, 52, 1122–1131.
Isen, A.M., Johnson, M.M.S., Mertz, E., & Robinson, G.F.
(1985).
The influence of positive affect on the unusualness of word
associations. Journal of Personality and Social Psychology, 48,
1413–1426.
Maddox, W.T., & Ashby, F.G. (1993). Comparing decision
24. bound and
exemplar models of categorization. Perception &
Psychophysics,
53, 49–70.
Maddox, W.T., & Ashby, F.G. (2004). Dissociating explicit and
pro-
cedural-learning based systems of perceptual category learning.
Behavioral Processes, 66, 309–332.
Maddox, W.T., Ashby, F.G., Ing, A.D., & Pickering, A.D.
(2004).
Disrupting feedback processing interferes with rule-based but
not
information-integration category learning. Memory &
Cognition,
32, 582–591.
Maddox, W.T., Baldwin, G., & Markman, A. (2006). A test of
the
regulatory fit hypothesis in perceptual classification learning.
Memory & Cognition, 34, 1377–1397.
Minda, J.P., & Miles, S. (2010). The influence of verbal and
nonver-
bal processing on category learning. In B. Ross (Ed.), The psy-
chology of learning and motivation (pp. 117–162). Burlington,
VT: Academic Press.
Mitchell, R., & Phillips, L. (2007). The psychological,
neurochemi-
cal and functional neuroanatomical mediators of the effects of
positive and negative mood on executive functions. Neuropsy-
chologia, 45, 617–629.
Nomura, E.M., Maddox, W.T., Filoteo, J.V., Ing, A.D.,
25. Gitelman,
D.R., Parrish, T.B., et al. (2007). Neural correlates of rule-
based
and information-integration visual category learning. Cerebral
Cortex, 17, 37–43.
Pierce, J. (2007). PsychoPy—psychophysics software in Python.
Journal of Neuroscience Methods, 162, 8–13.
Smith, J.D., Tracy, J.I., & Murray, M.J. (1993). Depression and
cat-
egory learning. Journal of Experimental Psychology: General,
122, 331–346.
Watson, D., Clark, L., & Tellegen, A. (1988). Development and
validation
of brief measures of positive and negative affect: The PANAS
scales.
Journal of Personality and Social Psychology, 54, 1063–1070.
Zeithamova, D., & Maddox, W. (2006). Dual-task interference
in per-
ceptual category learning. Memory & Cognition, 34, 387–398.
Running head: DO WEAPONS MAKE PEOPLE AGGRESSIVE?
1
DO WEAPONS MAKE PEOPLE AGGRESSIVE
7
Weapons as Aggression-Eliciting Stimuli
Jane Doe
Florida International University
Weapons as Aggression-Eliciting Stimuli
26. Summary:
Berkowitz and Lepage (1967) designed a study to test the
hypothesis that individuals who are in a state of anger are more
likely to act out their aggression if cues associated with
violence and aggression are present. The sample consisted of
100 male students from the University of Wisconsin who were
all enrolled in an introductory level psychology course.
This study used an experimental research method because it
manipulated the independent variable and presumably involved
random assignment (although this was not stated in the text).
There were two main independent variables. The first one was
the subject’s level of anger and this was determined by whether
the subject was shocked once or seven times. The second
independent variable was the kind of cue present near the shock
button when it was the subject’s turn to evaluate the
confederate. For one group there was no object, in the control
group there was a neutral object (a badminton racquet), and for
the last group there was a gun that was supposedly part of a
different study. This last group was further separated into 2
subgroups with some being told that the gun belonged to the
confederate while others were told that it was left behind by
someone else. These independent variables were then combined
to see how they affected the dependent variable, which was the
level of aggression the subject displayed. The dependent
variable was measured by how many shocks the subject
delivered to the confederate.
The procedure ran as follows: volunteers were told that they
were participating in a study to test the physiological effects of
stress. To do this the subject and the other participant (who
was actually a confederate) were both given a social problem
and they had to think up ways to solve it. After they completed
this task (in separate rooms) their problem solving ideas were
then exchanged so they could evaluate each other. The
evaluation was done by pushing a button that was supposed to
shock the person in the other room (although they still could not
see each other); 1 shock represented the best rating while a
27. lesser evaluation was communicated through a higher number of
shocks. The confederate was the first to do the evaluation. The
number of shocks given to the actual volunteer was already
determined as 1 or 7 though (depending on the random
assignment) and was not based on a real rating. After this came
the volunteer’s turn to do the same evaluation, but the number
of shocks was not predetermined. Next to the shock button was
one of the previously stated objects, and the gun was the only
cue hypothesized to elicit increased aggression.
The results of this study confirmed the hypothesis. Those
participants who were more angered (given 7 shocks) and were
cued by the violent object (a gun) and told that it belonged to
the person they were rating, outwardly expressed their
aggression the most by giving the confederate a higher number
of shocks. The next highest number of shocks was by the group
in the presence of a gun, but had been told the gun was left
behind by someone else. Those who did not see any objects
gave on average one less shock and the least number of shocks
were given by those in the presence of the badminton racquets.
On the other hand, when the volunteer was not as angered (only
shocked once by the confederate), outward expression of
aggression was relatively low and stable regardless of what type
of cue was present. The researchers used these results to
theorize that a person who is already aroused and is then cued
by a violent object is more likely to have an impulsive reaction
to act more aggressively.
Critique:
Overall this study was well designed in order to test the given
hypothesis that weapons are aggression-eliciting stimuli. The
method of using different objects to induce a given response is
very similar to the proven phenomenon of priming. Priming is
where certain information is more attended to when related cues
are presented. Therefore the results of Berkowitz and Lepage
(1967) make sense because weapons are connected to
28. aggression, which increases the person’s awareness of his or her
aggressive feelings, and consequently makes the outward act of
aggression more likely.
Based on the results, chances are high that these men would
always act in this way when in a similar situation, so this study
can be considered reliable (that is, it is repeatable). Validity is
not as strong, though. Validity refers to whether the study is
measuring what it purports to measure. When the participant
was already aroused (given 7 shocks) there was a significant
difference in the amount of retaliation depending on which cue
was present. However, this retaliation did not depend on the
cues if the participant was not as initially aroused (only given 1
shock). So how can they be measuring the impact of a priming
mechanism like the gun in the room if they need participants to
already be aroused? I am not sure they are measuring their
variables correctly. That being said, it did show that although
the cues do have an effect on aggressive behavior, initial
aggression level plays a much larger role in the causal
relationship. The ethicalness of this study is also questionable.
Receiving and delivering shocks could potentially cause
physical pain and also have a negative effect on one’s emotional
well-being. Nonetheless, most participants probably did not
suffer any serious consequences. Also, due to the nature of this
specific research question it does not seem like there is another
way to measure aggression that would be anymore ethical.
One major methodological problem that should have been
addressed is the sample that was obtained. The sample used in
this experiment is not a good representation of humans in
general, because it only involved college-aged men. It is
possible that women or people of different ages may respond
differently to the cues. Women are often thought of as less
violent, so their reaction to a negative stimulus might cause
them to deliver fewer shocks. A weapon makes the seriousness
of the situation salient and may cause some people to think
rationally about their behavior in the near future. Clearly this
proposal requires actual testing before making further
29. assumptions, but it does show the need for a more diverse
sample of participants.
Along the same line as the previous issue, a follow-up study
could more carefully look at the relationship between peoples’
attitudes towards guns (or other weapons) and their
corresponding level of aggressive behavior when given the
chance to retaliate. This would be more of a quasi-experiment
because in order to test the independent variable of attitudes
towards weapons the groups could not be randomly assigned.
Three existing groups would be used; those who support
weapons, those who are against them, and those who feel
neutral (the control group). The hypothesis would predict that
if prior arousal level was high, participants who support
weapons would show increased aggression when cued by the
gun, but the group of participants with negative attitudes
towards guns would not be as aggressive. If the subjects did not
receive prior arousal (if they were only shocked once by their
“evaluator”), then neither group would be significantly affected
by the cues.
Even if initial aggression is a greater cause in inducing violent
behavior than the existence of weapon-related cues, this study
has serious implications for social policies related to gun
control. It is apparent from the results that if someone is angry
and is near a gun, then that person will likely act more
aggressively than he or she typically would. Since the guns in
the experiment were not loaded and the situation was
controlled, the heightened aggression was not transferred over
to actually using the guns. In a private home though, arguments
occurring with a gun nearby might make it more likely that a
gun will be used. Knowing that the mere presence of a weapon
increases violence should urge lawmakers to consider adopting
stricter gun laws.
Brief summary
Berkowitz and Lepage (1967) conducted a study in which they
30. hypothesized that priming people with an aggressive object (a
gun) would lead them to act aggressively. The authors gave
electrical shocks (from 1 to 7 of them) to 100 male
undergraduates. They told them that one of their peers had
delivered the shock. The participant could then retaliate, but
they did so in the presence of either a gun or a tennis racket
(which was supposedly left in the researcher room from a
different study). Participants given the highest number of
shocks (7) gave higher retaliation shocks to the peer, but this
was more likely when they were in the presence of a gun
(compared to a tennis racket). The authors concluded that the
guns increased aggressive responses from male participants who
were highly aroused.
References
Berkowitz, L., & Lepage, A. (1967). Weapons as aggression-
eliciting stimuli. Journal of Personality and Social Psychology,
7, 202-207. doi: 10.1037/h0025008
Running head: ARTICLE CRITIQUE INSTRUCTIONS 1
ARTICLE CRITIQUE INSTRUCTIONS 2
Article Critique Instructions (60 points possible)
Ryan J. Winter
Florida International University
31. Purpose of The Article Critique Paper
1). Psychological Purpose
This paper serves several purposes, the first of which is helping
you gain insight into research papers in psychology. As this
may be your first time reading and writing papers in
psychology, one goal of Paper I is to give you insight into what
goes into such papers. This article critique paper will help you
learn about the various sections of an empirical research report
by reading at least one peer-reviewed articles (articles that have
a Title Page, Abstract*, Literature Review, Methods Section,
Results Section, and References Page—I have already selected
some articles for you to critique, so make sure you only critique
one in the folder provided on Canvas) This paper will also give
you some insights into how the results sections are written in
APA formatted research articles. Pay close attention to those
sections, as throughout this course you’ll be writing up some
results of your own!
In this relatively short paper, you will read one of five articles
posted on Canvas and summarize what the authors did and what
they found. The first part of the paper should focus on
summarizing the design the authors used for their project. That
is, you will identify the independent and dependent variables,
talk about how the authors carried out their study, and then
summarize the results (you don’t need to fully understand the
statistics in the results, but try to get a sense of what the
authors did in their analyses). In the second part of the paper,
you will critique the article for its methodological strengths and
weaknesses. Finally, in part three, you will provide your
references for the Article Critique Paper in APA format.
2). APA Formatting Purpose
The second purpose of the Article Critique paper is to teach you
proper American Psychological Association (APA) formatting.
In the instructions below, I tell you how to format your paper
using APA style. There are a lot of very specific requirements
in APA papers, so pay attention to the instructions below as
well as Chapter 14 in your textbook! I highly recommend using
32. the Paper I Checklist before submitting your paper, as it will
help walk you through the picky nuances of APA formatting.
3). Writing Purpose
Finally, this paper is intended to help you grow as a writer. Few
psychology classes give you the chance to write papers and
receive feedback on your work. This class will! We will give
you feedback on this paper in terms of content, spelling, and
grammar.
Article Critique Paper (60 points possible)
Each student is required to write an article critique paper based
on one of the research articles present on Canvas only those
articles listed on Canvas can be critiqued – if you critique a
different article, it will not be graded). If you are unclear about
any of this information, please ask.
What is an article critique paper?
An article critique is a written communication that conveys your
understanding of a research article and how it relates to the
conceptual issues of interest to this course.
This article critique paper will include 5 things:
1. Title page: 1 page (4 points)
· Use APA style to present the appropriate information:
· A Running head must be included and formatted APA style
· The phrase “Running head” is at the top of the title page
followed by a short title of your creation (no more than 50
characters) that is in ALL CAPS. This running head is left-
justified (flush left on the page). Note that the “h” in head is all
lower case! Look at the first page of these instructions, and you
will see how to set up your Running head.
· There must be a page number on the title page that is right
justified. It is included in the header
33. · Your paper title appears on the title page. This is usually 12
words or less, and the first letter of each word is capitalized. It
should be descriptive of the paper (For this paper, you should
use the title of the article you are critiquing. The paper title can
be the same title as in the Running head or it can differ – your
choice)
· Your name will appear on the title page
· Your institution will appear on the title page as well
· For all papers, make sure to double-space EVERYTHING and
use Times New Roman font. This includes everything from the
title page through the references.
· This is standard APA format. ALL of your future papers will
include a similar title page
2. Summary of the Article: 1 ½ page minimum, 3 pages
maximum - 14 points)
An article critique should briefly summarize, in your own
words, the article research question and how it was addressed in
the article. Below are some things to include in your summary.
· The summary itself will include the following: (Note – if the
article involved more than one experiment, you can either
choose to focus on one of the studies specifically or summarize
the general design for all of the studies)
1. Type of study (Was it experimental or correlational? How do
you know?)
2. Variables (What were the independent and dependent
variables? How did they manipulate the IV? How did they
operationally define the DV? Be specific with these. Define the
terms independent and dependent variable and make sure to
identify how they are operationally defined in the article)
3. Method (What did the participants do in the study? How was
it set up? Was there a random sample of participants? Was there
random assignment to groups?). How was data collected (online,
in person, in a laboratory?).
4. Summary of findings (What were their findings?)
· Make sure that:
34. 1. The CAPS portion of your running head should also appear
on the first page of your paper, but it will NOT include the
phrase “Running head” this time, only the same title as the
running head from the first paper in ALL CAPS. Again, see the
example paper. There is a powerpoint presentation on using
Microsoft Word that can help you figure out how to have a
different header on the title page (where “Running head” is
present) and other pages in the paper (where “Running head” is
NOT present). You can also find how-to information like this
using youtube!
2. If you look at the header in pages 2 through 5 (including
THIS current page 4 that you are reading right now!), you will
see “Running head” omitted. It simply has the short title
(ARTICLE CRITIQUE PAPER INSTRUCTIONS) all in caps,
followed by the page number.
3. The same title used on the title page should be at the top of
the page on the first actual line of the paper, centered.
4. For this paper, add the word “Summary” below the title, and
have it flush left. Then write your summary of the article below
that.
3. Critique of the study: 1 ½ pages minimum - 3 pages
maximum - 16 points)
1. This portion of the article critique assignment focuses on
your own thoughts about the content of the article (i.e. your
own ideas in your own words). For this section, please use the
word “Critique” below the last sentence in your summary, and
have the word “Critique” flush left.
1. This section is a bit harder, but there are a number of ways to
demonstrate critical thinking in your writing. Address at least
four of the following elements. You can address more than four,
but four is the minimum.
· 1). In your opinion, are there any confounding variables in the
study (these could be extraneous variables or nuisance
variables)? If so, explain what the confound is and specifically
35. how it is impacting the results of the study. A sufficient
explanation of this will include at least one paragraph of
writing.
· 2). Is the sample used in the study an appropriate sample? Is
the sample representative of the population? Could the study be
replicated if it were done again? Why or why not?
· 3). Did they measure the dependent variable in a way that is
valid? Be sure to explain what validity is, and why you believe
the dependent variable was or was not measured in a way that
was valid.
· 4). Did the study authors correctly interpret their findings, or
are there any alternative interpretations you can think of?
· 5). Did the authors of the study employ appropriate ethical
safeguards?
· 6). Briefly describe a follow-up study you might design that
builds on the findings of the study you read how the research
presented in the article relates to research, articles or material
covered in other sections of the course
· 7). Describe whether you feel the results presented in the
article are weaker or stronger than the authors claim (and why);
or discuss alternative interpretations of the results (i.e.
something not mentioned by the authors) and/or what research
might provide a test between the proposed and alternate
interpretations
· 8). Mention additional implications of the findings not
mentioned in the article (either theoretical or practical/applied)
· 9). Identify specific problems in the theory, discussion or
empirical research presented in the article and how these
problems could be corrected. If the problems you discuss are
methodological in nature, then they must be issues that are
substantial enough to affect the interpretations of the findings
or arguments presented in the article. Furthermore, for
methodological problems, you must justify not only why
something is problematic but also how it could be resolved and
why your proposed solution would be preferable.
· 10). Describe how/why the method used in the article is either
36. better or worse for addressing a particular issue than other
methods
4. Brief summary of the article: One or paragraphs (6 points)
· Write the words “Brief Summary”, and then begin the brief
summary below this
· In ONE or TWO paragraphs maximum, summarize the article
again, but this time I want it to be very short. In other words,
take all of the information that you talked about in the summary
portion of this assignment and write it again, but this time in
only a few sentences.
· The reason for this section is that I want to make sure you can
understand the whole study but that you can also write about it
in a shorter paragraph that still emphasizes the main points of
the article. Pretend that you are writing your own literature
review for a research study, and you need to get the gist of an
article that you read that helps support your own research across
to your reader. Make sure to cite the original study (the article
you are critiquing).
5. References – 1 page (4 points)
· Provide the reference for this article in proper APA format
(see the book Chapter 14 for appropriate referencing guidelines
or the Chapter 14 powerpoint).
· If you cited other sources during either your critique or
summary, reference them as well (though you do not need to
cite other sources in this assignment – this is merely optional IF
you happen to bring in other sources). Formatting counts here,
so make sure to italicize where appropriate and watch which
words you are capitalizing!
6. Grammar and Writing Quality (6 points)
· Few psychology courses are as writing intensive as Research
Methods (especially Research Methods Two next semester!). As
such, I want to make sure that you develop writing skills early.
This is something that needs special attention, so make sure to
37. proofread your papers carefully.
· Avoid run-on sentences, sentence fragments, spelling errors,
and grammar errors. Writing quality will become more
important in future papers, but this is where you should start to
hone your writing skills.
· We will give you feedback on your papers, but I recommend
seeking some help from the FIU writing center to make sure
your paper is clear, precise, and covers all needed material. I
also recommend asking a few of your group members to read
over your paper and make suggestions. You can do the same for
them!
· If your paper lacks originality and contains too much overlap
with the paper you are summarizing (i.e. you do not paraphrase
appropriately or cite your sources properly), you will lose some
or all of the points from writing quality, depending on the
extent of the overlap with the paper. For example, if sentences
contain only one or two words changed from a sentence in the
original paper, you will lose points from writing quality.
Please note that you do not need to refer to any other sources
other than the article on which you have chosen to write your
paper. However, you are welcome to refer to additional sources
if you choose.
7. Self-Rating Rubric (10 points). On canvas, you will find a
self-rating rubric. This rubric contains a summary of all the
points available to you in this paper. You must submit your
ratings for your own paper, using this rubric (essentially, you’ll
grade your own paper before you hand it in). You will upload
your completed rubric to the “article critique rubric” assignment
on Canvas.
· Please put effort into your ratings. Do not simply give
yourself a 50/50. Really reflect on the quality of your paper and
whether you meet all the criteria listed.
1. If it is clear that you have not reflected sufficiently on your
paper (e.g., you give a rating of 2/2 for something that is not
38. included in your paper), you will lose points.
· This does not mean that you are guaranteed whatever grade
you give to yourself. Instead, this will help you to 1) make sure
that you have included everything you need to include, and 2)
help you to reflect on your own writing.
· In fact, we will use this very same rubric when we grade your
paper, so you should know exactly what to expect for your
grade!
Other guidelines for the article critique papers
1. 1). Pay attention to the page length requirements – 1 page for
the title page, 1.5 pages to 3 pages for the summary, 1.5 pages
to 3 pages for the critique, one or two paragraphs for the brief
summary, and 1 page for the references page. If you are under
the minimum, we will deduct points. If you go over the
maximum, we are a little more flexible (you can go over by half
page or so), but we want you to try to keep it to the maximum
page.
1. 2). Page size is 8 1/2 X 11” with all 4 margins set one inch
on all sides. You must use 12-point Times New Roman font.
1. 3). As a general rule, ALL paragraphs and sentences are
double spaced in APA papers. It even includes the references,
so make sure to double space EVERYTHING
1. 4). When summarizing the article in your own words, you
need not continually cite the article throughout the rest of your
critique. Nonetheless, you should follow proper referencing
procedures, which means that:
3. If you are inserting a direct quote from any source, it must be
enclosed in quotations and followed by a parenthetical reference
to the source. “Let’s say I am directly quoting this current
sentence and the next. I would then cite it with the author name,
date of publication, and the page number for the direct quote”
(Winter, 2013, p . 4).
0. Note: We will deduct points if you quote more than once per
page, so keep quotes to a minimum. Paraphrase instead, but
39. make sure you still give the original author credit for the
material by citing him or using the author’s name (“In this
article, Smith noted that …” or “In this article, the authors
noted that…”)
3. If you choose to reference any source other than your chosen
article, it must be listed in a reference list.
1. 5). Proofread everything you write. I actually recommend
reading some sentences aloud to see if they flow well, or getting
family or friends to read your work. Writing quality will
become more important in future papers, so you should start
working on that now!
If you have any questions about the articles, your ideas, or your
writing, please ask. Although we won’t be able to review entire
drafts of papers before they are handed in, we are very willing
to discuss problems, concerns or issues that you might have.