I need someone to rewrite and edit my research paper+abstract APA STYLE REQUIRED!!

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· The below items are the Need for Cognition Scale (Cacioppo, Petty, & Kao, 1984). In the dataset, these are items ncs1-18. To get the total score for this scale, ncs3, ncs4, ncs5, ncs7, ncs8, ncs9, ncs12, ncs16, and ncs17 need to be reverse-scored. Then add up items ncs1, 2, 6, 10, 11, 13, 14, 15, and 18 along with the reverse-scored items to get the total score on the measure.

Instructions: For each statement listed below, circle the number that indicates the extent to which you feel it is characteristic of you. For example, if the statement is not at all like you, circle number 1 under “Extremely Uncharacteristic,” or if you really can’t decide if the statement is or is not characteristic of you, circle number 3 under “Uncertain.”

	Extremely Uncharacteristic	Somewhat Uncharacteristic	Uncertain	Somewhat Characteristic	Extremely Characteristic
1. I would prefer complex to simple problems.	1	2	3	4	5
2. I like to have the responsibility of handling a situation that requires a lot of thinking.	1	2	3	4	5
3. Thinking is not my idea of fun.	1	2	3	4	5
4. I would rather do something that requires little thought than something that is sure to challenge my thinking abilities.	1	2	3	4	5
5. I try to anticipate and avoid situations where there is likely a chance I will have to think in depth about something.	1	2	3	4	5
6. I find satisfaction in deliberating hard and for long hours.	1	2	3	4	5
7. I only think as hard as I have to.	1	2	3	4	5
8. I prefer to think about small, daily projects to long-term ones.	1	2	3	4	5
9. I like tasks that require little thought once I’ve learned them.	1	2	3	4	5
10. The idea of relying on thought to make my way to the top appeals to me.	1	2	3	4	5
11. I really enjoy a task that involves coming up with new solutions to problems.	1	2	3	4	5
12. Learning new ways to think doesn’t excite me very much.	1	2	3	4	5
13. I prefer my life to be filled with puzzles that I must solve.	1	2	3	4	5
14. The notion of thinking abstractly is appealing to me.	1	2	3	4	5
15. I would prefer a task that is intellectual, difficult, and important to one that is somewhat important but does not require much thought.	1	2	3	4	5
16. I feel relief rather than satisfaction after completing a task that required a lot of mental effort.	1	2	3	4	5
17. It’s enough for me that something gets the job done; I don’t care how or why it works.	1	2	3	4	5
18. I usually end up deliberating about issues even when they do not affect me personally.	1	2	3	4	5

Participant Number ____________

· Next is the General Self-Efficacy Scale items (Schwarzer & Jerusalem, 1995). In the dataset, these are items gse1-10. To get the total score for this scale, you just sum together all 10 items into one total score.

For each statement below, please indicate to what extent the statement is true of you.

	Not at all true 1	Hardly true 2	Moderately true 3	Exactly true 4
1. I can always manage to solve difficult problems if I try hard enough.
2. If someone opposes me, I can find the means and ways to get what I want.
3. It is easy for me to stick to my aims and accomplish my goals.
4. I am confident that I could deal efficiently with unexpected events.
5. Thanks to my resourcefulness, I know how to handle unforeseen situations.
6. I can solve most problems if I invest the necessary effort.
7. I can remain calm when facing difficulties because I can rely on my coping abilities..
8. When I am confronted with a problem, I can usually find several solutions.
9. If I am in trouble, I can usually think of a solution.
10. I can usually handle whatever comes my way.

· Next is the Note-taking Self-Efficacy Scale (Mueller & Oppenheimer, 2014). In the dataset, these are items nse1-6. Item nse4 is reverse-scored. To get the total score, sum up nse1, 2, 3, 5, 6, and the reverse-scored version of item 4.

For each statement below, please indicate to what extent that statement is true of your note-taking habits.

	Definitely False 1	2	3	4	5	6	7	Definitely True 8
1. I take good notes in classes.
2. Taking good notes is easy for me.
3. Compared with others in my classes, I am good at taking notes.
4. I’m hopeless when it comes to taking good notes.
5. It is important to me to take good notes in my classes.
6. I am satisfied with how well I take notes.

· Next are items from the College Academic Self-Efficacy Scale (Owen & Froman, 1988). Note – the original scale is 33 items; 8 items were used from the overall list for this study. These are items ase1-8 in the dataset. To get total score, sum the items. Lower scores indicate greater confidence (higher self-efficacy).

How much confidence do you have about doing each of the behaviors listed below?

	Quite a lot of confidence 1	2	Moderate confidence 3	4	Very little confidence 5
1. Taking well-organized notes in lecture.
2. Taking objective tests (e.g., multiple choice, matching, fill-in-the-blank).
3. Taking essay tests.
4. Listening carefully during a lecture on a difficult topic.
5. Understanding most ideas presented in class.
6. Earning good grades in most courses
7. Attending class consistently in a dull course.
8. Writing a high-quality term paper.

· Next is another student self-efficacy scale (Mueller & Oppenheimer, 2014). These are items sse1-8 in the dataset. To get total scores, items sse3, sse5, sse6, and sse7 should be reverse-scored. Then sum items sse1, 2, 4, 8, and the reverse-coded items to get the total score.

Please indicate your level of agreement with each statement below.

	Strongly disagree 1	Somewhat disagree 2	Neither agree nor disagree 3	Somewhat agree 4	Strongly agree 5
1. All in all, I feel I am a capable student.
2. If I try hard enough, I will be able to get good grades.
3. No matter how hard I try, I do not do well in school.
4. Most of the time while taking a test I feel confident.
5. It is hard for me to keep up with my class work.
6. I have poor study habits.
7. In most of my courses, I feel that my classmates are better prepared than I am.
8. For me, studying hard pays off.

· The next items are the math test questions: math1-12 in the dataset. You won’t need to analyze these, but there are coded in the dataset as 1 = correct answer and 0 = unanswered or incorrect answer. You can sum them items to get the total number right for each participant (but again, not necessary).

Please complete the following math problems to the best of your ability.

1. A father gave $500 to his two sons. He gave X dollars to one son. Which of the following expressions correctly shows the amount he gave to the other.

a. 500 ÷ X

b. 500 + X

c. 500 * X

d. 500 – X

2. Solve for X where 5X = 20. _________________

3. Solve for X where X – 5 = 15. _______________

4. Solve for X where 3X + 7 – 2 = 8. _____________

5. Irene is N years old. If Tom is twice as old, which of the following statements shows his age?

a. 2N

b. 2N + X

c. 2 – N

d. N – 2

6. 3x + 6x = __________________

7. 5a + 2b – b + 4a = ___________________________

8. Find the value of 3abc where a = 2, b = 3, and c = 4. __________________________

9. -3 + (-14) = __________________

10. 6x – 10 = 4(x + 3). Solve for x: _________________________

11. The ratio of the height of two buildings is 7 to 5. The first building is 210 feet tall. How tall is the second building?

a. 140

b. 145

c. 150

d. 160

12. If X = -2, solve the following equation: X2 + 3X = _______________________

· The next set of items are the knowledge test questions – KT1-14 in the dataset. The items are coded by how people responded, so first, they will need to be recoded for accuracy. The proper answers are:

1. B 2. B 3. A 4. B 5. B 6. C 7. A 8. A 9. B 10. A 11. C 12. B 13. C 14. D

To do this kind of recoding, you will recode these items into new items (much like the rest of the recoding), but you will recode the correct answer as a 1 and all other (incorrect) answers as a 0. You can then add up items. We are going to create two DV total scores: factual knowledge and conceptual knowledge. For the factual knowledge score, add up the number of correct answers for items KT1, KT3, KT5, KT7, KT12, KT13, KT14

For the conceptual knowledge scores, add up the number of correct answers for items KT2, KT4, KT6, KT8, KT9, KT10, KT11

1. Which animals are our closest evolutionary relatives?

a. Canines

b. Primates,

c. Felines

d. Rodents

2. What is anthropomorphism?

a. Attributing animal emotions to humans

b. Attributing human emotions to animals

c. Attributing primate emotions to humans

d. Attributing human emotions to primates

3. What is the comparative study of emotion?

a. Research methodology that aims to make comparisons across different species, with specific focus on emotions

b. Research methodology that aims to make comparisons across different races of humans, with specific focus on emotions

c. Research methodology that aims to make comparisons across different emotional states, with specific focus on anger and fear

d. Research methodology that aims to make comparisons across different emotional states, with specific focus on love and happiness

4. Why was Clever Hans important for the comparative study of human emotions?

a. He demonstrated scientists could be fooled.

b. He demonstrated animals could learn to read humans’ emotional and behavioral cues.

c. He demonstrated humans could learn to read animals’ emotional and behavioral cues.

d. He demonstrated it was possible to use animals other than rats to study emotions.

5. Pick the answer that matches a chimpanzee expression with the potentially related human emotion.

a. Chimpanzee silent-bared teeth display: laughter

b. Chimpanzee silent-bared teeth display: smiling

c. Chimpanzee relaxed-open-mouth: surprise

d. Chimpanzee relaxed-open-mouth: yawning

6. A zoologist wants to observe how lemurs react and interact with each other in their own natural environment. Based on the video, what method is being used to study the lemurs?

a. Early anecdotal method

b. Experimental lab study

c. Observational field study

d. Experimental field study

7. Charles Darwin pioneered the use of which methodology for the comparative study of emotions?

a. Early anecdotal method

b. Observational field studies

c. Experimental field studies

d. All of the above

8. A scientist wishes to study the neurological factors that influence anxiety. Would you recommend she use animals for her research?

a. Yes, because animal models can be useful for understanding brain mechanisms that give rise to emotional issues.

b. No, because comparative research has shown emotional difficulties in animals are not the same as emotional difficulties in humans.

c. Yes, because animal and human emotional states are identical.

d. No, because animal brains are too simple for us to learn from.

9. Why are dogs so important to the comparative study of emotions?

a. Dogs aren’t important, because dogs cannot help us learn about human emotions like other species.

b. Because they show how social environment can shape emotions as they have co-evolved with humans.

c. Because animal research ethics boards are more willing to let researchers dissect canine brains than primate brains.

d. Because dogs show similar facial expressions to humans.

10. Dory wants to conduct comparative research on emotions using fish. What argument would be the most effective for convincing her colleagues this research is important?

a. Studying less evolved animals like fish allows researchers to explore which emotions require higher processing, such as complex language or socialization, and which do not.

b. This research could identify how emotions have co-evolved between humans and fish.

c. Fish have smaller brains, so it would be easier to isolate the important neural pathways for human emotions.

d. Fish are the closest evolutionarily related species to humans.

11. Judy Hopps wishes to conduct an experimental field study on rabbits. What is one argument for conducting this type of research?

a. You can better isolate the reasons for animals’ behaviors and emotions in the laboratory.

b. It provides richer detail to observe animals’ natural social and emotional behavior in their natural habitat without interference.

c. Conducting controlled research in animals’ natural habitats gives a better idea of how the studied factors have influence in the real world.

d. Telling stories about casual observations is the best way to do science.

12. Which of the following is not a reason for studying animals to better understand human emotions?

a. Cross-species comparisons show which emotions are uniquely human and which are shared across species.

b. Learn the maximum requirements for experiencing an emotion – at which point emotion becomes impossible.

c. Find common ancestors responsible for similar emotions between humans and other animals.

d. Trace the evolutionary origin of uniquely human emotions

13. Which of the following is a basic premise of the comparative study of emotions?

a. Emotional expressions are similar between even distantly related species.

b. Dogs co-evolved with us, because of selective breeding practices.

c. Chimpanzee and human brains are organized similarly, as are other species that are evolutionarily related.

d. Anecdotal methods are the preferred method for studying human emotions.

14. What was the name of the expert in emotions about to give an interview at the end of the video?

a. Dr. June Gruber

b. Dr. Sylvia Rattigan

c. Dr. Donald Hebb

d. Dr. Laurie Santos

Please answer the following demographic questions:

· These are the demographic items at the end of the survey. Their names are in bold italics next to each item.

1. ( age) What is your age? ___________

2. ( genderidentity) What is your gender identity? (e.g., male, female, genderqueer, etc.) ___________________

3. (race) What is your racial identity? ___________________________________________________

4. ( classstanding) What is your class standing?

a. Freshman

b. Sophomore

c. Junior

d. Senior

5. (GPA) What is your current GPA? __________

6. ( currentknowledge) How much knowledge related to the topic of the talk did you have before today?

1 2 3 4 5

None Moderate Expert

At all knowledge knowledge

7. ( NormalNotes) How do you normally take notes in class?

a. I do not take notes

b. I take notes by hand

c. I take notes on a computer or tablet

d. I record the lectures and transcribe them later

e. It depends on the class

f. Other: __________________________________________________________________

g. Both by hand and on computer/tablet

8. (Learning) In general, do you think it is better for learning purposes to take notes on a laptop or in a notebook?

1 2 3 4 5 6 7

Laptop Equal Notebook

Significantly Significantly

Better Better

· Finally, there is an extra item at the end called excluded. We had a participant refuse to take notes in the notes by hand condition and they did not pay attention, so they will be excluded from the analyses. To do this, we will use the Data menu – Select Cases – If Conditions are Satisfied. Then click the If… button and put in Exclude = 0. Press continue and then press Okay. You will need to do this before running the rest of the analyses to filter out that individual. (Additional information on selecting cases is in the SPSS walkthrough guides folder) .