week 3 assignment 2
bmarlurer8
Week1_Cogn1.pdf
WEEK 1 Cognitive & Affective Basis of Behavior
Welcome to Cognitive & Affective Basis of Behavior • Professor: Dr. Lori Daniels
• Preferred Contact Method:
• Email: [email protected]
• For bigger questions or concerns:
• Phone: 561-212-4205 (eastern standard time)
Questions this course will consider…
• What are emotions?
• How do we regulate emotions?
• How do emotions impact attention and memory?
• How should we study emotions and their impact on everyday life (relationships, work)?
• What is the role between emotions and mental illnesses?
Emotions: 1) physiology 2) conscious experience 3) expressive behaviors
COURSE MATERIALS
American Psychological Association. (2020). Publication manual of the American
Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000
ISBN: 9781433832178
Feldman Barrett, L., Lewis, M., & Haviland-Jones, J. M. (Eds.). (2016). Handbook of
Emotions, 4th Ed. Guilford Press.
ISBN: 9781462525348
Major Changes to 7th edition APA manual: https://www.scribbr.com/apa-style/apa-seventh-edition-changes/
Overview • Discussion Boards
• Part 1
• Covers topics of week. Requires a discussion of an empirical research article (your choice) linked to topic.
• Only use articles that have a methods section and report results for the first time
• Select a new article (not one assigned as part of weekly reading).
• Part 2
• Allows for practice “trial run” of proposal elements of the major paper
• Major Paper • 2 Drafts Parts
• 3 Peer Review Feedback
• Final paper
Major Project • The major assignment for this course is a project in which you will develop a research
proposal for an empirical investigation of a psychological topic.
• Research proposals include: • Background/Lit Review (synthesis of other’s research that summarizes what is currently
known)
• Gap in previous research (what you identify as still unknown) & Hypothesis (what you will test for your study)
• Your study’s proposed methods to test the hypothesis
• Your study’s expected results
• Your study’s limitations
• In other words- you will design (but not conduct) a study and go through the steps similar to a research proposal.
Project Purpose
• The intent of the major project is to practice the same process you will encounter for dissertation proposal • Albeit on a much smaller scale
• In this spirit, you may (and are encouraged to) select a topic that you foresee as a potential dissertation topic.
• Please note, final decisions regarding topics and methodology are to be made after comprehensive exams with guidance from your chair. Therefore, I can not approve any topics for dissertation;)
• However, this project will be excellent practice for the process AND may even help guide you toward ideas for your dissertation!
Research Proposals
• In a research proposal, you develop a creative research design OF YOUR OWN.
• Do I have to be able to actually “do” my proposed methods? • I strongly encourage you to consider the real-world limitations you will face when
conducting research. More often than not, it is these limitations that we must work around and find creative solutions.
• I will walk through the steps of this proposal BUT expect to go outside of the normal comfort zone… Push yourself, stay involved in the course and incorporate feedback from instructor, peer and writing center!
Elements of Proposal • Literature Review
• Synthesis of previous literature
• Identify gap in literature
• Generate (include your own) hypotheses that logically follow from gap
• Methods (proposed) • Participants
• Sampling methods
• Design/procedure
• Expected Results • Proposed Statistics
• Discussion • Potential Limitations
Guidelines
• Because of the importance of this major project and its similar structure to what you will be doing for your dissertation:
• 1. Model your paper after published research in tone and follow APA guidelines
• 2. Use the APA manual and Writing Studio to help guide synthesis of literature
• 3. Participate in Peer Review
Peer Review Component • You will be assigned a feedback partner with whom you will discuss your work on
your major paper throughout the term; your feedback partner will provide a peer review of your work using the same evaluation rubrics that your instructor will be using.
• Assigned on Week 3 (after Draft Introduction)
• You will be graded on the quality of feedback you give your partner. They will not grade you but instead give helpful feedback.
• The peer review feature is intended to approximate the peer review process that is a part of many professional societies, conferences, and publication processes.
Grading Events – Online Course % of Grade
Threaded Discussion 8 weeks @ 2.5%
20%
Major Paper-Draft Components Draft Literature Review (Wk 3) 15% Draft Methods, Expected Findings, Limitations (Wk 5) 15%
30%
Major Paper-Final Paper Final Written Proposal (Wk 7) 30%
30%
Peer Review of Others’ Paper Components Peer Review of Another’s Draft Literature Review (Wk 4) 5% Peer Review of Another’s Draft Methods, Results, Limitations (Wk 6) 5% Peer Review of Another’s Final Project Paper (Wk 8) 10%
20%
Cumulative Total of Assessments 100%
Due Dates
• Since this project is cumulative in nature it is important to make the posted due dates.
• This ensures feedback BEFORE you move on to next section. For this project, you CANNOT move on to next section without approval/feedback.
• You are responsible to your peer review partner. Please respect the schedule and send them your work so they have enough time to make meaningful comments.
Week 1 WEEK ONE: Overview
•Course orientation
•Modern definitions of emotion
•Cognitive perspective
Content:
Chapter 31: Clore, G. L. & Schiller, A. J. (2016). New light on the affect-cognition
connection. In L. Feldman Barrett, M. Lewis, & J. M. Haviland-Jones
(Eds.), Handbook of Emotions, 4th Ed. (pp. 532-546). New York, NY: Guilford Press.
Article: Baumeister, R. F., Dale, K., & Sommer, K. L. (1998). Freudian defense
mechanisms and empirical findings in modern social psychology: Reaction
formation, projection, displacement, undoing, isolation, sublimation, and
denial. Journal of Personality, 66(6), 1081-1095.
Article: Siemer, M., Mauss, I., & Gross, J. J. (2007). Same situation— different emotions: How appraisals shape our emotions. Emotion, 7, 592-600.
Web Lu, Z.-L. & Dosher, B. A. (2007). Cognitive psychology. Scholarpedia, 2(8), 2769. Retrieved from http://www.scholarpedia.org/article/Cognitive_psychology
Discussion Board
Discussion Board Expectations • Initial post before or on Wednesday (midnight) each week
• Late posts will result in automatic 10% deduction
• Respond to 2 peers before Sunday night each week (on 2 separate days).
• Responses to peers after Sunday night will not be accepted
• **If you attend KL, discussion board requirements are reduced to 1 initial and 1 response to peer. Above deadlines still apply.
• When discussing articles: • Please explain or elaborate on question. Tell us what the research found but then INTERPRET!!
• Remember.. Your peers have not read the article you read. Explain- do not assume we have read it.
• Use your own voice.. Add a question or comment that demonstrates why you think the research is important or the connections you see.
• Be creative!!! Research is interesting when we discuss rather than simply tell. Add your comments, questions and critique. Tell us why the article was interesting to you. What you think the results mean and why we should focus on it.
Research Lab
• Mondays 8pm eastern
Discussion of all things dissertation (before, during & after)
To join the Blackboard lab please contact Dr. Dan:
Last but not least!
Keiser Live sessions
Discussion of: • Topics
• Major project
• Incentive for live attendance- If you attend KL then the discussion board requirements will be reduced to 1 initial and 1 response to peer for that week.
• Reminder: Keiser email (needed for class updates and peer review interactions)
