Category: Psychology homework help

To prepare for this assignment:
Review Chapter 8 in your course text, Research Methods for the Behavioral Sciences. Pay attention to the importance of statistical significance and effect size.
Consider the relationship between statistical significance and effect size.
Using the Walden Library, select and review two or three forensic psychology research articles where “effect size” was reported.
Consider what role effect size played in the statistical significance of the studies you selected.
The assignment (1–3 pages):
Explain the relationship between statistical significance and effect size.
Explain the importance of effect size in the statistical significance of the studies you reviewed.
Support your Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list only for those resources not included in the Learning Resources for this course.
ANSWER
Relationship Between Statistical Significance and Effect Size
Statistical significance is the probability of obtaining a result as extreme or more extreme than the one obtained, assuming that the null hypothesis is true. It is typically measured using a p-value, which is the probability of obtaining a result as extreme or more extreme than the one obtained, assuming that the null hypothesis is true.
Effect size is a measure of the magnitude or strength of a relationship between two variables. It is not influenced by the sample size, while statistical significance is. There are many different measures of effect size, such as Cohen’s d, Pearson’s r, and eta squared.
The relationship between statistical significance and effect size can be complex. A statistically significant result does not necessarily mean that there is a meaningful effect size. For example, a study with a large sample size may find a statistically significant difference between two groups, even if the effect size is very small.
On the other hand, a study with a small sample size may fail to find a statistically significant difference between two groups, even if the effect size is large. This is because statistical significance is dependent on both the effect size and the sample size.
Role of Effect Size in the Statistical Significance of Forensic Psychology Research Articles
Effect size is an important consideration in forensic psychology research because it can help to determine the practical significance of the findings. A statistically significant result with a small effect size may not be practically significant, while a statistically significant result with a large effect size may be more practically significant.
For example, a study may find that a new treatment for recidivism is statistically significantly more effective than the standard treatment. However, if the effect size is small, the new treatment may not be worth the additional cost or effort.
On the other hand, a study may find that a new risk assessment tool is statistically significantly more accurate than the standard risk assessment tool. If the effect size is large, the new tool may be worth adopting, even if it is more expensive or time-consuming to use.
Examples of Effect Size in Forensic Psychology Research Articles
Here are a few examples of how effect size was reported in forensic psychology research articles:
Study 1: A study by Borum et al. (2013) examined the effectiveness of a cognitive-behavioral therapy (CBT) program for reducing recidivism among sex offenders. The study found that the CBT program was statistically significantly more effective than the standard treatment program. The effect size was large (Cohen’s d = 0.80).
Study 2: A study by Hanson et al. (2001) developed a risk assessment tool for predicting recidivism among violent offenders. The tool was found to be statistically significantly more accurate than the standard risk assessment tool. The effect size was large (AUC = 0.75).
Study 3: A study by Grisso et al. (2003) examined the accuracy of eyewitness testimony. The study found that eyewitness testimony was statistically significantly less accurate when the witnesses were exposed to misleading information. The effect size was small (Cohen’s d = 0.20).
Conclusion
Effect size is an important consideration in forensic psychology research because it can help to determine the practical significance of the findings. A statistically significant result with a small effect size may not be practically significant, while a statistically significant result with a large effect size may be more practically significant.
When interpreting the results of forensic psychology research studies, it is important to consider both the statistical significance and the effect size.

Overview
The goal of this discussion is to demonstrate your understanding of the pros and cons associated with between and within subject designs. These are discussed in section 5.24 of your textbook Links to an external site..
Main Discussion Post – Due Wednesday by 11:59pm
Please read the following research topics and choose two to write about.
You want to test the relative effectiveness of two training programs for dogs.
Using photographs of people as stimuli, you want to see if smiling people are perceived as more intelligent than people who are not smiling.
In a field experiment, you want to see if the way wait staff are dressed (neatly vs. sloppily) affects the size of their tip.
You want to see if concrete nouns (e.g., dog) are recalled better than abstract nouns (e.g., truth).
For each of your chosen topics:
Describe the pros and cons of using a between-subjects design (at least 4 sentences).
Describe the pros and cons of using a within-subjects design (at least 4 sentences).
Decide which would be better and explain why (at least 2 sentences).
Your responses should incorporate the correct terminology (e.g., random assignment, control of extraneous variables, carryover effects), and should identify the pros and cons that are relevant to each of your chosen research topics.
Note:
Your posts must be in your own words. Work that is not original will not receive credit.
Your responses must be in college-level English.
Please refer to the rubric for full scoring criteria.

These past two years have brought us some serious challenges and opportunities; civil unrest, political uncertainty, and a pandemic. What added stressors have been caused by the changes? What helpful tips can you offer your classmates regarding managing this massive change in how we do life. Also, do you need anything? Resources are available and by posting a need here, perhaps together we can help each other connect with needed resources.

Let’s talk about persuasion. Hint, check 12.3.
You’re an influencer, and you have to make an ad selling a toilet brush. Give an example of an ad that would rely on the central route. Give an example of an ad that would rely on the peripheral route. Have fun with this, but remember to use the textbook to help support your link back to social psychology concepts!

Question 1: Large diffuse crowds often turn to violence and property damage. One explanation of this phenomenon offered in the book is that in a crowd, people experience a sense of deindividuation—a sense that they are not accountable for their own actions—and it is this deindividuation that accounts for the violent turn of events. Yet many large diffuse crowds rarely if ever turn violent—like the crowds going to work in most large cities. What makes some crowds turn violent while others don’t? List several explanations for this discrepancy.
Question 2: What biblical principle(s) apply in the above scenario?
400 Words total this includes the 22 responses

Review this week’s Learning Resources on intrinsic and extrinsic motivations and Maslow’s hierarchy of needs.
Reflect on your motives for enrolling at Walden and consider how your motives might change as you progress in your studies. Identify intrinsic and extrinsic motivations that will keep you motivated to complete your degree.
Review the resources on culture and motivation. Think about how culture affects motivation.
Identify, based on Maslow’s hierarchy of needs theory, any D-needs and B-needs that could be motivating your behavior to achieve a graduate degree. Determine whether culture plays a role in your motivation to complete your degree.
Post a response to the following:
Describe motivational factors that led you to enroll at Walden and that keep you enrolled. Then explain how these motivational factors might change as you progress from your first days at Walden to your first or second year. Finally, identify at least one intrinsic and one extrinsic motivation that could help keep you motivated to complete your degree. Be sure to address what role culture plays in your motivation to complete your degree.
Note: Support your postings and responses with specific references to the Learning Resources and any additional sources you identify using both in-text citations and references. It is strongly recommended that you include proper APA format and citations.

Part 1: For the discussion this week, first watch this 14 minute Ted Talk by Sarah Jane Blakemore called the “Mysterious Workings of the Adolescent Brain”. She talks about the part of our brain called the pre-frontal cortex (located in the frontal lobe). This part of the brain helps govern our decision making ability, our ability to anticipate consequences, and other behaviors that we call “executive functioning”. In the recent past, it was discovered that this part of the brain is not fully developed until about age 25! This explains the sometimes less than informed choices teenagers often make (that is my tactful way of saying stupid). Erratic teen behavior isn’t purely because of hormones, it’s because they have a fully functional emotional part of the brain (the limbic system), but an immature pre-frontal cortex that helps regulate our emotional impulses. TED TALK: https://www.ted.com/talks/sarah_jayne_blakemore_the_mysterious_workings_of_the_adolescent_brain?language=enShare your reactions with the class and answer the following *be sure to show an understanding of the TED Talk in your answers:
What were three things you learned in this TED Talk?
Were you surprised to learn that the pre-frontal cortex is not fully developed until age 25? Explain what you already knew about this part of our brain.
Looking back on your teen years (and many of you are still teens), can you link/give an example of how the limbic system and the lack of a developed pre-frontal cortex lead to a bad personal choice or impulsive decision? Make sure you refer to parts of the limbic system in your answer.
What implications does this have for our social policies and how we define adulthood? This is an open ended question that you can speculate on to engage in critical thinking (i.e. there isn’t one right answer, so don’t be intimidated by the question). Examples to connect might include voting age, age of military service, age of purchasing guns, drinking age, etc.
Part 2: Watch the following 50 minute documentary called “Into the Mind: Broken Brains” and apply at least one concept from chapter three to what you learned in the documentary. Be detailed in your answer.For example, one concept discussed is the role of language in Broca’s area. Make sure you demonstrate a clear understanding of the concept you discuss and how it was demonstrated in the documentary (i.e, be detailed). http://txcc.idm.oclc.org/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=98056&xtid=43513

Please look at the following question and address it in 500 words using 2 peer-reviewed articles.
Describe the screening and assessment process of substance use disorders.
Compare and contrast two methods of assessment approaches and include some limitations and strengths of each.
Identify an assessment method that you would use with the case study of Marge and provide a rationale for the assessment models you selected.

Summarize key information about each study, including the following information:
The aim of the study
Independent, dependent, and other variables in the study

reply to two colleagues in the following ways:
Explain an additional theoretical approach and/or practice skill they may want to employ in working with Amy, and how this new approach or skill would complement what your colleague has already identified.
Communicate the most important message for Amy to understand at this point in her life span. How might that message help mitigate the effects of bullying?
1- chery

Explain how bullying may affect Amy’s biological, psychological, and social development.
Bullying can hurt the development of many areas of anyone’s life. When it comes to a child still at a vulnerable point in their lives, it can be incredibly detrimental to their biological, psychological, and social development. Some are fortunate to be resilient and not allow the hurt from the bullying to stop their growth and their educational and career paths for the future. Some are affected psychologically because it causes anxiety, low self-esteem, depression, social withdrawal, and avoidance of attending school, Jenkins et al., (2017). Amy is starting to skip school, leading to failing grades. Amy has been avoiding talking to her mother because she does not want her mother to worry anymore, causing her mother to worry. This can cause family functional issues and upset. Internalizing what is being said to her daily could cause Amy to feel bad about herself, causing her to believe some horrible things those girls say about her. Jenkins et al. (2017) also mentioned that adolescents victimized by bullies have low social skills. Amy is not talking to her mother and withdrawing from people at school and home. Not addressing her emotional difficulties could lead to an even darker path.
Describe a theoretical approach and two practice skills you would employ in working with Amy.
At this point, Amy needs a listening ear, someone to employ active listening and empathy. Teenagers can be very private and not want to make a big deal, but Amy needs an advocate to go into the school and speak with the principal about these young ladies. This may not stop it entirely, but it might slow it down. I would choose learning theory. Zastrow et al. (2019) indicate that the learning theory addresses behaviors in the social environment, dismissing least desirable behaviors and learning more appropriate and practical behaviors. How new behaviors are learned can be through observation from one person to the next (Zastrow et al., 2019). I model the behaviors Amy could utilize in school or public when she feels uncomfortable. Amy could benefit from learning what assertiveness looks and feels like to feel empowered, hold her head up, and not have to think twice about going into the school building to get her education.
2- jasmine

After watching the video, explain how bullying may affect Amy’s biological, psychological, and social development.
Amy has been getting bullied in school. She has been called a fat pig, ugly and made fun of about her clothing. It has even gotten physical as she disclosed that two students were waiting for her by her locker, then pushed her down, rubbed food in her hair and called her a “freak” while other students stood around and laughed. Home is the one place that Amy should be able to feel secure and safe, yet she receives text messages late at night by students saying they are going to beat her up (Walden University, 2021). This may affect Amy’s biological, psychological, and social development as she can develop low self-esteem, anxiety, depression, or can develop anorexia and/or other unhealthy eating disorders due to being called fat.
Describe a theoretical approach and two practice skills that you would employ in working with Amy.
A theoretical approach that would be beneficial to Amy is Social Learning Theory as it addresses behaviors in the social aspect. Social Learning Theory states that “we gradually learn how to behave morally. Young children receive reinforcement for behaving correctly and punishment for behaving incorrectly. As children grow older, they gradually internalize expectations and standards of conduct and then when they encounter situations in which they must make moral decisions on how to behave, they use these internalized values” (Zastrow et al., 2019). Social learning is by observing how others behave and then imitating those behaviors. Finding a support group would be very good for Amy as she will be able to make friends who have been through similar things and can learn from those individuals and build her self-esteem and confidence up. Some practice skills I would employ with Amy are displaying empathy, active listening and asking open-ended questions. This will make Amy a little more comfortable and would give her a chance to vent and say exactly what she is feeling.