PHI210 (Critical Thinking) Week 4 Assignment 1.2 2024

PHI210 (Critical Thinking) Week 4 Assignment 1.2 2024

PHI210 (Critical Thinking) Week 4 Assignment 1.2 2024.

Psychology Assignment Help

PHI210 (Critical Thinking) Week 4 Assignment 1.2Please read carefully before sending me a handshake.  Part I was already completed and I will send as attachment as part of the handshake which the topic was on “Social Networking has become popular the past few years.”Week 4 Assignment 1.2Students, please view the “Submit a Clickable Rubric Assignment” in the Student Center.

Instructors, training on how to grade is within the Instructor Center.Assignment 1.2: Conflicting Viewpoints Essay – Part IISynthesizing and WritingDue Week 4 and worth 100 pointsWhen looking for information about a particular issue, how often do you try to resist biases toward your own point of view? This assignment asks you to engage in this aspect of critical thinking.

The assignment is divided into two (2) parts.For Part I of the assignment (due Week 2), you read a book excerpt about critical thinking processes, reviewed the Procon.org Website in order to gather information, and engaged in prewriting to examine your thoughts.* Remember that in the Week 2 Discussion, you examined the biases discussed in Chapter 2 of the webtext.

Part I was already completed and I will send as attachment as part of the handshake but the topic was on “Social Networking has become popular the past few years.”Link to part I requirements if needed https://www.homeworkmarket.com/content/phi210-critical-thinking-week-2-assignment-11In Part II of the assignment (due Week 4), you will write a paper to synthesize your ideas.

Part II – WritingWrite at three to four (3-4) page paper in which you:1. State your position on the topic you selected for Assignment 1.1.2. Identify (3) three premises (reasons) from the Procon.org website that support your position    and explain why you selected these specific reasons.3. Explain your answers to the “believing” questions about the three (3) premises opposing your position from the Procon.

org website.4. Examine at least two (2) types of biases that you likely experienced as you evaluated the premises for and against your position.5. Discuss the effects of your own enculturation or group identification that may have influenced your biases.6. Discuss whether or not your thinking about the topic has changed after playing the “Believing Game,” even if your position on the issue has stayed the same.

The paper should follow guidelines for clear and organized writing:·         Include an introductory paragraph and concluding paragraph.·         Address main ideas in body paragraphs with a topic sentence and supporting sentences.·         Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.

Your assignment must follow these formatting requirements:·         Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions.·         Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date.

The cover page and the reference page are not included in the required assignment page length.You must follow these submission guidelines:·         Submit the essay to Turnitin.com and then submit the originality report and final essay with any needed revisions to Blackboard.The specific course learning outcomes associated with this assignment are:·         Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.

·         Create written work utilizing the concepts of critical thinking.·         Use technology and information resources to research issues in critical thinking skills and informal logic.Click here to view the grading rubric..Grading for this assignment will be based on quality, logic / organization, and language and writing skills, using the following rubric.

Points: 100Assignment 1.2: Conflicting Viewpoints Essay – Part IICriteriaUnacceptableBelow 60% FMeets Minimum Expectations60-69% DFair70-79% CProficient80-89% BExemplary90-100% A1.State your position on the topic.Weight: 10%Did not submit or incompletely stated your position on the topic.Insufficiently stated your position on the topic.

Partially stated your position on the topic.Satisfactorily stated your position on the topic.Thoroughly stated your position on the topic.2. Identify (3) three premises (reasons) from the Procon.org website that support your position and explain why you selected these specific reasons.Weight: 10%Did not submit or incompletely identified (3) three premises (reasons) from the Procon.

org website that support your position and explained why you selected these specific reasons.Insufficiently identified (3) three premises (reasons) from the Procon.org website that support your position and explained why you selected these specific reasons. .Partially identified (3) three premises (reasons) from the Procon.

org website that support your position and explained why you selected these specific reasons.Satisfactorily identified (3) three premises (reasons) from the Procon.org website that support your position and explained why you selected these specific reasons.Thoroughly identified (3) three premises (reasons) from the Procon.

org website that support your position and explained why you selected these specific reasons.3. Explain your answers to the “believing” questions about the three (3) premises opposing your position from the Procon.org website.Weight: 10%Did not submit or incompletely explained your answers to the “believing” questions about the three (3) premises opposing your position from the Procon.

org website.Insufficiently explained your answers to the “believing” questions about the three (3) premises opposing your position from the Procon.org website.Partially explained your answers to the “believing” questions about the three (3) premises opposing your position from the Procon.org website.

Satisfactorily explained your answers to the “believing” questions about the three (3) premises opposing your position from the Procon.org website.Thoroughly explained your answers to the “believing” questions about the three (3) premises opposing your position from the Procon.org website.4. Examine at least two (2) types of biases that you likely experienced as you evaluated the premises for and against your position.

Weight: 15%Did not submit or incompletely examined at least two (2) types of biases that you likely experienced as you evaluated the premises for and against your position.Insufficiently examined at least two (2) types of biases that you likely experienced as you evaluated the premises for and against your position.

Partially examined at least two (2) types of biases that you likely experienced as you evaluated the premises for and against your position.Satisfactorily examined at least two (2) types of biases that you likely experienced as you evaluated the premises for and against your position.Thoroughly examined at least two (2) types of biases that you likely experienced as you evaluated the premises for and against your position.

5. Discuss the effects of your own enculturation or group identification that may have influenced your biases.Weight: 10%Did not submit or incompletely discussed the effects of your own enculturation or group identification that may have influenced your biases.Insufficiently discussed the effects of your own enculturation or group identification that may have influenced your biases.

Partially discussed the effects of your own enculturation or group identification that may have influenced your biases.Satisfactorily discussed the effects of your own enculturation or group identification that may have influenced your biases.Thoroughly discussed the effects of your own enculturation or group identification that may have influenced your biases.

6. Discuss whether or not your thinking about the topic has changed after playing the “Believing Game,” even if your position on the issue has stayed the same.Weight: 15%Did not submit or incompletely discussed whether or not your thinking about the topic has changed after playing the “Believing Game,” even if your position on the issue stayed the same.

Insufficiently discussed whether or not your thinking about the topic has changed after playing the “Believing Game,” even if your position on the issue stayed the same.Partially discussed whether or not your thinking about the topic has changed after playing the “Believing Game,” even if your position on the issue stayed the same.

Satisfactorily discussed whether or not your thinking about the topic has changed after playing the “Believing Game,” even if your position on the issue stayed the same.Thoroughly discussed whether or not your thinking about the topic has changed after playing the “Believing Game,” even if your position on the issue stayed the same.

7. Follow APA Style requirements for format, in-text citation of quotes and paraphrases, and references page.Weight: 10%Did not complete the assignment or had more than 9 errors in following APA Style requirements.Had 8-9 errors in following APA Style requirements.Had 6-7 different errors in following APA Style requirements.

Had 4-5 different errors in following APA Style requirements.Had 0-3 different errors in following APA Style requirements.8. Follow guidelines for clear and organized writing: include an introductory and concluding paragraph; address main ideas in body paragraphs with a topic sentence and supporting sentences.

Weight: 10%Did not submit or incompletely followed guidelines for clear and organized writing.Insufficiently followed guidelines for clear and organized writing: did not include an introductory and / or concluding paragraph; did not address main ideas in body paragraphs with a topic sentence and supporting sentences.

Partially followed guidelines for clear and organized writing: included a partially developed introductory and / or concluding paragraph; partially addressed main ideas in body paragraphs with a topic sentence and supporting sentences.Sufficiently followed guidelines for clear and organized writing: included an introductory and concluding paragraph; sufficiently addressed main ideas in body paragraphs with a topic sentence and supporting sentences.

Thoroughly   followed guidelines for clear and organized writing: included an engaging introductory and thoughtful concluding paragraph; thoroughly addressed main ideas in body paragraphs with a topic sentence and detailed supporting sentences.9. Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.

Weight: 10%Did not complete the assignment or had more than 9 errors in grammar, punctuation, mechanics, spelling.Had 8-9 errors in grammar, punctuation, mechanics, spelling.Had 6-7 different errors in grammar, punctuation, mechanics, spelling.Had 4-5 different errors in grammar, punctuation, mechanics, spelling.

Had 0-3 different errors in grammar, punctuation, mechanics, spelling.

modile 4 2024

modile 4 2024

modile 4 2024.

Psychology Assignment Help

CHOOSE AT LEAST TWO  OF THE FOLLOWING and answer in 100-200 words total. Post your initial response by 11:59pm on Thursday, and then respond to at least two classmates by Sunday at 11:59pm.1. Which of these paintings do you like the best? Raphael’s The Alba Madonna on page 120 or Salvador Dali’s The Persistence of Memory.

Why? What is this painting “saying” to you.2. What did Picasso mean when he said we should all go through life like children?3. On pg. 141 is an important photograph by Alfred Stieglitz, The Steerage. Is photography art? Explain your response.4. On page 142 is Andy Warhol’s Marilyn Monroe.

SOCW-6111-Responses wk 4 2024

SOCW-6111-Responses wk 4 2024

SOCW-6111-Responses wk 4 2024.

Psychology Assignment Help

RESPONSE 1Respond to two colleagues who identified a different case and provide feedback on client attachment style and exhibiting behavior.Colleague 1: ChelsieBrady is a 15 year old that is currently facing many challenges in his life. Brady is not only struggling in school but at home as well. Brady and his father presented to the social worker because of the concerns that Brady’s dad has had with Brady’s behavior.

However, after completing a session with the social worker,  it became more apparent that Brady’s behavior has stemmed a lot from his father’s own behavior. It appeared that during the session, the social worker utilized multiple assessment tools to gather the data. One of the most important assessment tools were the multiple interviews conducted with both Brady and his father.

According to Springer & Powell (2013), ”  The interview serves several purposes, such as an opportunity to establish rapport with the client and allow the client to tell his or her story” (p.73). During the assessment interview, the social worker was able to build enough rapport for Brady to feel comfortable to share that he has been physically abused by his father at home.

After reflecting on the information shared by Brady about his father, it can be assumed that Brady struggles with close emotional attachment with his father. There is an apparent of lack of emotional attachment because Brady is afraid of his father. As a result of the lack of emotional attachment, Brady exhibitsbehavioral problems in the community as a way to receive attention that he does not receive at home, and because it is the only way he understands how to react, due to watching his father’s aggressive tendencies.

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader]. Working with Families: The Case of Brady ( pp. 26-28).Springer, D. W., & Powell, T. M. (2013). Assessment of adolescents.

In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 71–95). Hoboken, NJ: Wiley.Colleague 2: GradnetteA well-known British psychologist by the name of John Bowlby (1969) emphasized that attachment theory focuses on the process by which strong and enduring relationships develop are maintained and can be modified.

” In this view, attachment theory is considered as an excellent foundation for parenting and a great explanation for adult behavior; however, in the case of Brady his father displayed the opposite. The behavior Brady’s father Steve displayed towards him was very aggressive. According to Bowlby (1973) repeated threats can leave a child or adolescent feeling intense anxiety, anger, and rage.

Instead of Brady’s father developing a specific positive emotional bond with Brady he displayed numerous of signs of anxiety, anger, and rage. Therefore, the behavior of his father caused Brady to develop the same disruptive behavior according to Bowlby’s description.In the case involving Brady and his father Steve there were several exhibiting behaviors that can be explained by attachment theory.

Additionally, psychologists have proposed two main theories that are affiliated with the attachments. The learning theory and the behaviorist theory of attachment which emphasized that attachment is a set of learned behaviors (Dollard & Miller, 1950). The based for the learning of attachment in the case of Brady and his father can be viewed through four basic concepts of attachment theory: (1) secure attachment, (2) anxious- avoidant attachment, (3) anxious- resistant attachment, and (4) disorganized attachment.

In the case of Brady; secure attachment can be viewed as a protective factor which was not attained from him father. Instead of protecting Brady and his feelings, Steve did not display any signs of security other than abuse which causes their relationship to be dysfunctional and created insecurity among his son.

Furthermore, Steve disruptive interaction with his son caused Brandy to develop an anxious-avoidant attachment which he tried avoiding certain conversation during sessions with the social worker when his father was present. Brady also tries to avoid physical contact with his father to cease arguments, distress, and negative feelings.

When anxious-resistant attachment is present, Brady instantly forms a nervous demeanor. For instance, during session with the social worker the present of his father made Brady a bit more anxiety than the one on one session. Brady’s reactions when his father is present showed signs of fear and control which leads to the disorganized attachment.

During the disorganized attachment; Brady’s body gesture showed signs of abuse by displaying nervousness and confusion whenever his father would speak in his present. However, disorganized attachment did not only affected Brady but Steve appeared to be confused as well when he did not noticed his disruptive behavior was a reflection of his son disruptive behavior.

ReferenceBowlby, J (1973). Attachment and loss: Vol. 2. Separation: Anxiety and anger. New York: Basic Books.Bowlby J. (1969). Attachment. Attachment and loss: Vol. 1. Loss. New York: Basic Books.Dollard, J. & Miller, N.E. (1950). Personality and psychotherapy. New York:McGraw-HillRESPONSE 2Respond to at least two colleagues who identified a different case and provide feedback on the client’s stage of development.

Identify another area that should be addressed, based on developmental stage.Colleague 1: ChristineIt appears with assessment that Tiffani did master some of that stages presented within Erickson’s Developmental Theory. The client reports knowing a “normal life” between infancy to 8 years old.

Here, this defines under this theory that she held onto the virtue of hope, with a psychosocial crisis of trust vs mistrust, in the relationship with her mother and father. If appears that Tiffani had no question whether or not she could trust the world. This can also lead into the theory of Tiffani on the proper path under this theory that she feared nothing.

Tiffani also didn’t disclose that she had issues with proper parenting skills from her parents, if she recognized them at all. However, there was no proven event to dismantle any thought that her parents abandoned her or lacked those skills toward providing proper care. (Springer, Powell, TM, 2013)This idea into this theory did not change for Tiffani as she knows through the critical developmental stages of her life: 2-4 years old, it could have appeared that Tiffani exhibited no shame and no doubt amongst her environment.

As the case reports it also appeared that Tiffani held purpose within her family between the ages of 4-5 and 5-8, learning new ways to explore and clearly showing competence identified by her memory during assessment. At the end of this early school age stage Tiffani reports understanding there was a family relationship and she only remembers job, proving that the family unit must have been strong, for which included her sister.

Tiffani remember going to school, and her parents getting along. (Plummer, S.B., Brocksen, SM, 2014)However, this appeared to change once Tiffani hit the adolescence stage of development. Here, Tiffani expresses concern within her life, with the virtue of fidelity and begin to display role confusion due to trauma that was entering her life.

She begin to question her parents role, the lack of her parents’ role and displayed behaviors and emotions of mistrust. This led Tiffani to peers that had a negative impact on her life, for which she questioned who she could love. The example here can be of Donald and the negative relationship that directly impacted this developmental stage.

Here, Tiffani was forced into prostitution over the power of identify vs role confusion, who were friends vs foe, and how positive relationship vs negative relationship would impact her future.As Tiffani entered her Early Adulthood stage of development it appears that after working closely with assistance she started to gain more insight toward the developmental stages that perhaps she missed due to lack of parenting.

Tiffani begin to exhibit mastery toward understanding intimacy vs isolation and started working for herself while obtaining goals. The virtue here is that Tiffani begin to love herself, which led her to understand the question of who am I and what can I be.Plummer, S.B., Makris, S., & Brocksen, S.

M. (Eds). (2014a). Sessions: case histories, Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader] pp. 17-19Springer, D.W., & Powell T.M. (2013), Assessment of Adolescents. In M.J. Holoskos, C.N. Dulmus, & K.M. Sowers (Eds), Social Work practice with individuals and families: Evidence-informed assessments and interventions (pp71-95) Hoboken, NJ: Wiley.

Colleague 2: ChelsieTiffani is a 16 year old girl that has been through many trials and tribulations throughout her short time on earth. After assessing Tiffani’s situation, it is apparent that Tiffany is struggling to master the stage of adolescence. To conduct the assessment, it would be most beneficial to utilize the Children and Adolescent Functional Assessment Scale (CAFAS) which looks at 8 different environmental factors that influence behaviors in children ages 7-17 (Springer & Powell, 2013).

Some of the environmental factors include school/work, family support, mental health, contact with law enforcement and behavior towards others/peers. When assessing Tiffani’s situation utilizing the CAFAS, Tiffani scores low in most sections. Tiffani is does not have social support systems and has limited family interaction.

Tiffani also has dropped out of school and does not engage with peers her age. Lastly, Tiffani also struggles with attachment and has a distorted view of love due to believing that her pimp is the “love of her life” (Plummer & Brocksen, 2014). Overtime, while working with Tiffani, the CAFAS can help assess progress.

After a couple of months, the CAFAS can be administered again to learn what sections / behaviors Tiffani has improved in and what still need more assistance.In Tiffani’s case during the intervention process it is most important to address Tiffani’s social supports and personal self views.

To work on Tiffani’s social supports, I would engage in a similar process as presented in the case study. I would encourage Tiffani to sit down with her family and talk about her feelings while sharing her views. This would be beneficial in helping Tiffani mend the broken pieces between her and her family.

When addressing Tiffani’s personal views and self worth, I would utilize the empowerment theory. The empowerment theory is beneficial to Tiffani because it focuses on “addressing the problems of relatively powerless populations” (Gutierrez & Gillmore, 2000, p.585). Tiffani has been powerless over her life due to being controlled by her pimp.

By utilizing the empowerment theory, I can help Tiffani recognize her strengths and how she can take control of her actions and behaviors.Gutiérrez, L., Oh, H. J., & Gillmore, M. R. (2000). Toward an understanding of (em)power(ment) for HIV/AIDS prevention with adolescent women. Sex Roles, 42(7–8), 581–611.

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014a). Sessions: Case Histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].Springer, D. W., & Powell, T. M. (2013). Assessment of adolescents. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.

), Social Work Practice with Individuals and Families: Evidences Informed Assessments and Interventions (pp. 71–95).

Learning and Cognition Handbook 2024

Learning and Cognition Handbook 2024

Learning and Cognition Handbook 2024.

Psychology Assignment Help

Week 6 – Learning and Cognition HandbookLearning and Cognition HandbookVideo TranscriptThe primary goal of the Learning and Cognition Handbook is to integrate concepts from the discipline of learning and cognitive psychology into a usable and professional guide that is designed for a specified audience which will be designated based on students’ current or future career goals.

Students will choose one of five assigned constructs and focus their handbook on this specific area of learning and cognition. Skills and information learned throughout the course will be applied in the design and creation of this handbook. Findings from required sources, including those from the text and individual peer-reviewed articles, will be incorporated into the handbook; however, these findings will not constitute the total information for each of the sub-constructs addressed within the project.

Students should include the relevant sources they researched in the Week Two Discipline-Based Literature Review as well as those from the Week Three Assignment. The purpose of the handbook is to share helpful strategies, apply the chosen construct to seven sub-constructs in the field, and present a holistic guide for others that can be used in the discipline.

To complete this assignment, students may utilize theLearning and Cognition Handbook template (Links to an external site.)Links to an external site.or create their own using the template as a guide. Each section of the handbook should be written in the student’s own words with use of limited paraphrased material cited according to APA standards as outlined in theAshford Writing Center (Links to an external site.

)Links to an external site.. Each section of the handbook should include a minimum of one visual (e.g., table, figure, or image) with a maximum of five visuals per section. Each image must be retrieved and cited based on current copyright laws. Students may wish to use theWhere to Get Free Images guide (Links to an external site.

)Links to an external site.for assistance with accessing freely available public domain and/or Creative Commons licensed images.The following constructs will be the subject content options for this handbook and will be chosen based on an evaluative literature review in Week Two and students’ future career goals:The Neurosciences:  A Look at Our BrainsSocio-Cognition: Social Interactions in LearningLearning and Literacy: Reading, Writing, and Language DevelopmentDiversity and Culture: The Effects to LearningConnectionism and Learning: A Web of DevelopmentThe sections listed below must be used within the paper to delineate the sections of content.

Table of ContentsIn this section, students will list all sections and subsections included in the handbook with the applicable page numbers.PrefaceIn this section, students will provide a 100- to 150-word overview of the handbook and its potential use by the chosen audience.Introduction to Chosen ConstructIn this section, students will provide a 200- to 300-word introductory summary of the chosen construct and discuss any careers in psychology specifically related to this construct.

Beginning with the work completed in Week One, students will include the language from their personal epistemology (revised based on instructor feedback and the further development of their ideas and beliefs throughout the course and the program thus far).Chosen ConstructIn this section, students will provide information that communicates how and why the chosen construct of learning and cognition affects the following sub-constructs through synthesizing the learning principles and/or theories.

For each of the sub-constructs, students will apply basic research methods and skeptical inquiry to explain the theoretical perspectives and empirical findings that substantiate the relationship between the construct and the sub-constructs. Although creative liberties are encouraged, all information incorporated should be supported and professionally presented through the consistent application of ethical principles and adherence to professional standards of learning and cognition psychology as applied to the chosen audience.

Sub-ConstructsInformation for each sub-construct will be presented in 500 to 700 words.ComprehensionProblem SolvingMemory Development/RetentionLifelong LearningDomains and Domain LearningAffective Outcomes of EmotionEffects of Demographic Differences (e.g., gender, socioeconomics, religious affiliation, race)ConclusionIn this section, students will provide a 200- to 300-word summarization of the handbook in which they describe the importance of the chosen construct and assigned sub-constructs within the learning and cognition domain and their applicability within the psychology profession for the chosen audience.

Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Learning and Cognition Handbook, please implement any changes recommended by the instructor, go toPathbrite (Links to an external site.

)Links to an external site.and upload the revised Learning and Cognition Handbook to the portfolio. (Use thePathbrite Quick-Start Guide (Links to an external site.)Links to an external site.to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course.

Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite website for information and further instructions on using this portfolio tool.

The Learning and Cognition HandbookMust be 4000 to 7000 words (see instructions and rubric for each section and sub-construct) following theLearning and Cognition Handbook template (Links to an external site.)Links to an external site.as a guide. Although a handbook differs from a written paper, all citations and references must be formatted according to APA style as outlined in theAshford Writing Center (Links to an external site.

)Links to an external site..Must include a title page with the required information from the handbook template:Title of handbookStudent’s nameInstitution’s nameStudent’s contact information (address and email)Course name and numberInstructor’s nameDate submittedMust include the sections and subsections required as indicated in the handbook template.

Must address the construct and sub-constructs with critical thought and substantiated assertions.Must document all sources in APA style as outlined in the Ashford Writing Center.Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center at the end of the handbook and precedes any optional appendices if applicable to the project.

Week 6 – Learning and Cognition HandbookLearning and Cognition HandbookVideo TranscriptThe primary goal of the Learning and Cognition Handbook is to integrate concepts from the discipline of learning and cognitive psychology into a usable and professional guide that is designed for a specified audience which will be designated based on students’ current or future career goals.

Students will choose one of five assigned constructs and focus their handbook on this specific area of learning and cognition. Skills and information learned throughout the course will be applied in the design and creation of this handbook. Findings from required sources, including those from the text and individual peer-reviewed articles, will be incorporated into the handbook; however, these findings will not constitute the total information for each of the sub-constructs addressed within the project.

Students should include the relevant sources they researched in the Week Two Discipline-Based Literature Review as well as those from the Week Three Assignment. The purpose of the handbook is to share helpful strategies, apply the chosen construct to seven sub-constructs in the field, and present a holistic guide for others that can be used in the discipline.

To complete this assignment, students may utilize theLearning and Cognition Handbook template (Links to an external site.)Links to an external site.or create their own using the template as a guide. Each section of the handbook should be written in the student’s own words with use of limited paraphrased material cited according to APA standards as outlined in theAshford Writing Center (Links to an external site.

)Links to an external site.. Each section of the handbook should include a minimum of one visual (e.g., table, figure, or image) with a maximum of five visuals per section. Each image must be retrieved and cited based on current copyright laws. Students may wish to use theWhere to Get Free Images guide (Links to an external site.

)Links to an external site.for assistance with accessing freely available public domain and/or Creative Commons licensed images.The following constructs will be the subject content options for this handbook and will be chosen based on an evaluative literature review in Week Two and students’ future career goals:The Neurosciences:  A Look at Our BrainsSocio-Cognition: Social Interactions in LearningLearning and Literacy: Reading, Writing, and Language DevelopmentDiversity and Culture: The Effects to LearningConnectionism and Learning: A Web of DevelopmentThe sections listed below must be used within the paper to delineate the sections of content.

Table of ContentsIn this section, students will list all sections and subsections included in the handbook with the applicable page numbers.PrefaceIn this section, students will provide a 100- to 150-word overview of the handbook and its potential use by the chosen audience.Introduction to Chosen ConstructIn this section, students will provide a 200- to 300-word introductory summary of the chosen construct and discuss any careers in psychology specifically related to this construct.

Beginning with the work completed in Week One, students will include the language from their personal epistemology (revised based on instructor feedback and the further development of their ideas and beliefs throughout the course and the program thus far).Chosen ConstructIn this section, students will provide information that communicates how and why the chosen construct of learning and cognition affects the following sub-constructs through synthesizing the learning principles and/or theories.

For each of the sub-constructs, students will apply basic research methods and skeptical inquiry to explain the theoretical perspectives and empirical findings that substantiate the relationship between the construct and the sub-constructs. Although creative liberties are encouraged, all information incorporated should be supported and professionally presented through the consistent application of ethical principles and adherence to professional standards of learning and cognition psychology as applied to the chosen audience.

Sub-ConstructsInformation for each sub-construct will be presented in 500 to 700 words.ComprehensionProblem SolvingMemory Development/RetentionLifelong LearningDomains and Domain LearningAffective Outcomes of EmotionEffects of Demographic Differences (e.g., gender, socioeconomics, religious affiliation, race)ConclusionIn this section, students will provide a 200- to 300-word summarization of the handbook in which they describe the importance of the chosen construct and assigned sub-constructs within the learning and cognition domain and their applicability within the psychology profession for the chosen audience.

Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Learning and Cognition Handbook, please implement any changes recommended by the instructor, go toPathbrite (Links to an external site.

)Links to an external site.and upload the revised Learning and Cognition Handbook to the portfolio. (Use thePathbrite Quick-Start Guide (Links to an external site.)Links to an external site.to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course.

Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite website for information and further instructions on using this portfolio tool.

The Learning and Cognition HandbookMust be 4000 to 7000 words (see instructions and rubric for each section and sub-construct) following theLearning and Cognition Handbook template (Links to an external site.)Links to an external site.as a guide. Although a handbook differs from a written paper, all citations and references must be formatted according to APA style as outlined in theAshford Writing Center (Links to an external site.

)Links to an external site..Must include a title page with the required information from the handbook template:Title of handbookStudent’s nameInstitution’s nameStudent’s contact information (address and email)Course name and numberInstructor’s nameDate submittedMust include the sections and subsections required as indicated in the handbook template.

Must address the construct and sub-constructs with critical thought and substantiated assertions.Must document all sources in APA style as outlined in the Ashford Writing Center.Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center at the end of the handbook and precedes any optional appendices if applicable to the project.

Week 6 – Learning and Cognition HandbookLearning and Cognition HandbookVideo TranscriptThe primary goal of the Learning and Cognition Handbook is to integrate concepts from the discipline of learning and cognitive psychology into a usable and professional guide that is designed for a specified audience which will be designated based on students’ current or future career goals.

Students will choose one of five assigned constructs and focus their handbook on this specific area of learning and cognition. Skills and information learned throughout the course will be applied in the design and creation of this handbook. Findings from required sources, including those from the text and individual peer-reviewed articles, will be incorporated into the handbook; however, these findings will not constitute the total information for each of the sub-constructs addressed within the project.

Students should include the relevant sources they researched in the Week Two Discipline-Based Literature Review as well as those from the Week Three Assignment. The purpose of the handbook is to share helpful strategies, apply the chosen construct to seven sub-constructs in the field, and present a holistic guide for others that can be used in the discipline.

To complete this assignment, students may utilize theLearning and Cognition Handbook template (Links to an external site.)Links to an external site.or create their own using the template as a guide. Each section of the handbook should be written in the student’s own words with use of limited paraphrased material cited according to APA standards as outlined in theAshford Writing Center (Links to an external site.

)Links to an external site.. Each section of the handbook should include a minimum of one visual (e.g., table, figure, or image) with a maximum of five visuals per section. Each image must be retrieved and cited based on current copyright laws. Students may wish to use theWhere to Get Free Images guide (Links to an external site.

)Links to an external site.for assistance with accessing freely available public domain and/or Creative Commons licensed images.The following constructs will be the subject content options for this handbook and will be chosen based on an evaluative literature review in Week Two and students’ future career goals:The Neurosciences:  A Look at Our BrainsSocio-Cognition: Social Interactions in LearningLearning and Literacy: Reading, Writing, and Language DevelopmentDiversity and Culture: The Effects to LearningConnectionism and Learning: A Web of DevelopmentThe sections listed below must be used within the paper to delineate the sections of content.

Table of ContentsIn this section, students will list all sections and subsections included in the handbook with the applicable page numbers.PrefaceIn this section, students will provide a 100- to 150-word overview of the handbook and its potential use by the chosen audience.Introduction to Chosen ConstructIn this section, students will provide a 200- to 300-word introductory summary of the chosen construct and discuss any careers in psychology specifically related to this construct.

Beginning with the work completed in Week One, students will include the language from their personal epistemology (revised based on instructor feedback and the further development of their ideas and beliefs throughout the course and the program thus far).Chosen ConstructIn this section, students will provide information that communicates how and why the chosen construct of learning and cognition affects the following sub-constructs through synthesizing the learning principles and/or theories.

For each of the sub-constructs, students will apply basic research methods and skeptical inquiry to explain the theoretical perspectives and empirical findings that substantiate the relationship between the construct and the sub-constructs. Although creative liberties are encouraged, all information incorporated should be supported and professionally presented through the consistent application of ethical principles and adherence to professional standards of learning and cognition psychology as applied to the chosen audience.

Sub-ConstructsInformation for each sub-construct will be presented in 500 to 700 words.ComprehensionProblem SolvingMemory Development/RetentionLifelong LearningDomains and Domain LearningAffective Outcomes of EmotionEffects of Demographic Differences (e.g., gender, socioeconomics, religious affiliation, race)ConclusionIn this section, students will provide a 200- to 300-word summarization of the handbook in which they describe the importance of the chosen construct and assigned sub-constructs within the learning and cognition domain and their applicability within the psychology profession for the chosen audience.

Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Learning and Cognition Handbook, please implement any changes recommended by the instructor, go toPathbrite (Links to an external site.

)Links to an external site.and upload the revised Learning and Cognition Handbook to the portfolio. (Use thePathbrite Quick-Start Guide (Links to an external site.)Links to an external site.to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course.

Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite website for information and further instructions on using this portfolio tool.

The Learning and Cognition HandbookMust be 4000 to 7000 words (see instructions and rubric for each section and sub-construct) following theLearning and Cognition Handbook template (Links to an external site.)Links to an external site.as a guide. Although a handbook differs from a written paper, all citations and references must be formatted according to APA style as outlined in theAshford Writing Center (Links to an external site.

)Links to an external site..Must include a title page with the required information from the handbook template:Title of handbookStudent’s nameInstitution’s nameStudent’s contact information (address and email)Course name and numberInstructor’s nameDate submittedMust include the sections and subsections required as indicated in the handbook template.

Must address the construct and sub-constructs with critical thought and substantiated assertions.Must document all sources in APA style as outlined in the Ashford Writing Center.Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center at the end of the handbook and precedes any optional appendices if applicable to the project.

Week 6 – Learning and Cognition HandbookLearning and Cognition HandbookVideo TranscriptThe primary goal of the Learning and Cognition Handbook is to integrate concepts from the discipline of learning and cognitive psychology into a usable and professional guide that is designed for a specified audience which will be designated based on students’ current or future career goals.

Students will choose one of five assigned constructs and focus their handbook on this specific area of learning and cognition. Skills and information learned throughout the course will be applied in the design and creation of this handbook. Findings from required sources, including those from the text and individual peer-reviewed articles, will be incorporated into the handbook; however, these findings will not constitute the total information for each of the sub-constructs addressed within the project.

Students should include the relevant sources they researched in the Week Two Discipline-Based Literature Review as well as those from the Week Three Assignment. The purpose of the handbook is to share helpful strategies, apply the chosen construct to seven sub-constructs in the field, and present a holistic guide for others that can be used in the discipline.

To complete this assignment, students may utilize theLearning and Cognition Handbook template (Links to an external site.)Links to an external site.or create their own using the template as a guide. Each section of the handbook should be written in the student’s own words with use of limited paraphrased material cited according to APA standards as outlined in theAshford Writing Center (Links to an external site.

)Links to an external site.. Each section of the handbook should include a minimum of one visual (e.g., table, figure, or image) with a maximum of five visuals per section. Each image must be retrieved and cited based on current copyright laws. Students may wish to use theWhere to Get Free Images guide (Links to an external site.

)Links to an external site.for assistance with accessing freely available public domain and/or Creative Commons licensed images.The following constructs will be the subject content options for this handbook and will be chosen based on an evaluative literature review in Week Two and students’ future career goals:The Neurosciences:  A Look at Our BrainsSocio-Cognition: Social Interactions in LearningLearning and Literacy: Reading, Writing, and Language DevelopmentDiversity and Culture: The Effects to LearningConnectionism and Learning: A Web of DevelopmentThe sections listed below must be used within the paper to delineate the sections of content.

Table of ContentsIn this section, students will list all sections and subsections included in the handbook with the applicable page numbers.PrefaceIn this section, students will provide a 100- to 150-word overview of the handbook and its potential use by the chosen audience.Introduction to Chosen ConstructIn this section, students will provide a 200- to 300-word introductory summary of the chosen construct and discuss any careers in psychology specifically related to this construct.

Beginning with the work completed in Week One, students will include the language from their personal epistemology (revised based on instructor feedback and the further development of their ideas and beliefs throughout the course and the program thus far).Chosen ConstructIn this section, students will provide information that communicates how and why the chosen construct of learning and cognition affects the following sub-constructs through synthesizing the learning principles and/or theories.

For each of the sub-constructs, students will apply basic research methods and skeptical inquiry to explain the theoretical perspectives and empirical findings that substantiate the relationship between the construct and the sub-constructs. Although creative liberties are encouraged, all information incorporated should be supported and professionally presented through the consistent application of ethical principles and adherence to professional standards of learning and cognition psychology as applied to the chosen audience.

Sub-ConstructsInformation for each sub-construct will be presented in 500 to 700 words.ComprehensionProblem SolvingMemory Development/RetentionLifelong LearningDomains and Domain LearningAffective Outcomes of EmotionEffects of Demographic Differences (e.g., gender, socioeconomics, religious affiliation, race)ConclusionIn this section, students will provide a 200- to 300-word summarization of the handbook in which they describe the importance of the chosen construct and assigned sub-constructs within the learning and cognition domain and their applicability within the psychology profession for the chosen audience.

Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Learning and Cognition Handbook, please implement any changes recommended by the instructor, go toPathbrite (Links to an external site.

)Links to an external site.and upload the revised Learning and Cognition Handbook to the portfolio. (Use thePathbrite Quick-Start Guide (Links to an external site.)Links to an external site.to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course.

Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite website for information and further instructions on using this portfolio tool.

The Learning and Cognition HandbookMust be 4000 to 7000 words (see instructions and rubric for each section and sub-construct) following theLearning and Cognition Handbook template (Links to an external site.)Links to an external site.as a guide. Although a handbook differs from a written paper, all citations and references must be formatted according to APA style as outlined in theAshford Writing Center (Links to an external site.

)Links to an external site..Must include a title page with the required information from the handbook template:Title of handbookStudent’s nameInstitution’s nameStudent’s contact information (address and email)Course name and numberInstructor’s nameDate submittedMust include the sections and subsections required as indicated in the handbook template.

Must address the construct and sub-constructs with critical thought and substantiated assertions.Must document all sources in APA style as outlined in the Ashford Writing Center.Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center at the end of the handbook and precedes any optional appendices if applicable to the project.