Bright Academic Experts

Category: Psychology

  • Sex and Gender

    Biological systems influence our motivations. Some motivationslike eatingare pretty well understood. Other motivations remain a bit harder to explain. Understanding the biological aspect of the motivation we have is imperative for practitioners when understanding the behavior of their clients. Biology further contributes to our emotions and health. Think of your own emotional reactions or experiences of stress: what biological actions underlie such emotions or experiences? There are also biological building blocks behind our understanding of sex and gender. With this assessment, you will explore further one of these areas. The easy availability of poor quality, outdated, or inaccurate information about how our brains work can make it challenging to find trustworthy information. The objective of this assessment is to practice finding and using credible evidence to counter flawed sources. Preparation Choose one of the following controversial statements: Obesity is caused by a lack of willpower. There are large differences between men and womens cognitive ability. Only women should compete in womens sports. Topic of your choice related to the content in the chapters on Motivation, Sex, Gender, or Emotion in your course texts. Find one flawed source of information on the Internet. To find a flawed source, look for one with a substantial number of errors. Read what the textbooks say about the controversial statement. Use the controversial statement mentioned above and use it as your search word/phrase. If you don’t see a flawed source on the first page of results, skip to the third page of results or further. Look for sources that are not accurate based on the information in your textbooks. Tips for finding flawed sources: Scroll through your social media feeds. Scroll through your results and look for sources that are NOT: .gov websites. News or press websites. Find three peer-reviewed journal articles in the Capella University Library that summarize a research study focused on the actions of the brain and body that underlie your topic. Reviews of literature or meta-analyses are not appropriate for this assessment. Review the information about reliability, validity, and generalizability provided in the excerpt from Jhangiani et al.s (2025) Research Methods in Psychology: Excerpts From Chapter 4, Psychological Measurement [PDF]. Review the APAs Ethical Principles of Psychologists and Code of Conduct. Instructions In your paper, address the following components: Identify ONE other academic field (e.g., biology, medical sciences) that also studies your chosen topic. Compare and contrast this field with psychology in terms of approach, methods, and focus. For your topic, what are the benefits of the two fields working together? In other words, explain the benefits of interdisciplinary collaboration. Summarize your flawed source and explain why it is considered flawed. Use three peer-reviewed journal articles to support your analysis. For each article: Discuss the research methods, participants, and key results. Evaluate the reliability, validity, and generalizability of the sources. Discuss, using evidence from the article, the studys adherence to TWO of the APAs five Ethical Principles of Psychologists: Beneficence and Nonmaleficence. Fidelity and Responsibility. Integrity. Justice. Respect for People’s Rights and Dignity. Relate the actions of the mind and body to psychological and physical health. Describe the biological processes of the brain and body involved. Connect these biological mechanisms to your topic. Headings Use headers to organize your paper. Recommended headers: Flawed Source (Level 1). Peer-Reviewed Sources (Level 1). Source 1 (Level 2). Source 2 (Level 2). Source 3 (Level 2). Biological Mechanisms (Level 1). Theories (Level 1). Conclusion (Level 1). References (Level 1 start on a new page).

  • Neuron communication and brain structure function

    Biopsychology is the study of how the human brain and body work, specifically: How do the cells in our brain lead to our thoughts and actions? That’s the essence of the mind-body problemwhat role does biology play? Theres an old saying that the best way to learn is to teach someone else. For this assessment, you are asked to develop a teaching aid that helps explain to a 10-year-old child how messages are transmitted in the brain. The objective of this assessment is to help you understand the basic actions of the brain by explaining it to the hypothetical 10-year-old child (feel free to test out your fine work on a child you know). Instructions Select one brain structure from the list below to focus on in your teaching aid: Brocas area. Wernickes area. Thalamus. Hypothalamus. Pons. Reticular formation. Cerebellum. Develop a teaching aid to explain to a 10-year-old child the way the brain communicates. Be sure to cite your sources. The final product should answer the following questions: Explain how neurons communicate. How do neurons work? How do they talk to each other? What happens to leftover transmitters? Consider including the following: Resting potential, graded potential, action potential. Neurotransmission release. Excitatory postsynaptic potential or inhibitory neuron potential. Explain the functions of the area of the brain you chose from the list above. Helpful tip: Start by reviewing the readings and creating bullet points for each step. Then reword your bullet points in different ways until you find one that is clear, simple, and easy to understand. You might consider using metaphors if it helps. Optional WebAR Experience Throughout this course, you will find QR Codes that will allow you to interact with integrated Augmented Reality content and experiences. Please use your mobile device to access the tutorial using this QR code. Getting Started With WebAR. Click the QR code WebAR: Teach a Child Neuron Communications for a 3D view of how neurons communicate with each other.

  • DISCUSSION 6

    Discussion Forum 6

    A Board-Certified Behavior Analyst (BCBA) must frequently consult research articles. Identify and describe at least 5 of the MAJOR sections of a research article that practitioners should be aware of and describe why it is vital to understand how to evaluate journal articles as a BCBA.

    Requirements:

  • RESEARCH PROJECT DRAFT 1

    READ THE PEER-REVIEW DISCUSSION: RESEARCH PROJECT DRAFT ONE INSTRUCTIONS ATTACHED BELOW . FOLLOW THE INSTRUCTIONS thoroughly to complete this assignment !

    REVIEW THE REARCH PROJECT DESIGN ATTACHED BELOW !

    The survey data is also attached below !

    You will be submitting TWO files:

    1. Word document (.doc or .docx) containing an Introduction, Method, References, and Appendix (survey)

    2. SPSS data file with all data from every question on the survey PLUS any reserve scored, summed, averaged, et cet variables (.sav)

    HOW TO USE THE SPSS:

    DOWNLOAD THIS SOFTWARE TO COMPLETE THIS ASSIGNMENT

    Please follow the step-by-step prompts when installing the software.

    Instructions for WINDOWS:

    1. Click on the download link:
    2. https://nexternal.thinkedu.com/ibm/ibm spss statistics v27/SPSSSC_S_64b_29.0_MW_ML.exe
    3. After you download file, choose “Save target as…” or “Save link as…”
    4. Save the file on your computer in a directory of your choice or the desktop.
    5. Ignore any warnings about file safety. All our downloads are 100% virus free.
    6. File sizes are 500-700 MB so please be patient.
    7. Once the file has downloaded, double click on the file to begin installation.
    8. When prompted, please input the license number.

    Instructions for MACINTOSH:

    1. Click on the download link:
    2. https://nexternal.thinkedu.com/ibm/ibm spss statistics v27/SPSSSC_S_29.0.0.0_Mac.pkg and save the file to your desktop.
    3. Ignore any warnings about file safety. All our downloads are 100% virus free.
    4. File size is 639 MB so please be patient.
    5. Once the file has downloaded, double click on the file to begin installation.
    6. When prompted, please input the license number.

    The access code for the software is : 542ede465c41d4ce44e9

    Attached Files (PDF/DOCX): DATA RESULTS.docx, Peer-Review Discussion Research Project Draft 1 Assignment Instructions.docx, Research Project Design 2026.docx

    Note: Content extraction from these files is restricted, please review them manually.

  • DISCUSSION 5

    Discussion Forum 5

    The seven dimensions of applied behavior analysis discussed in this lesson were first introduced by Baer et al. (1968) in their seminal article,Current Dimensions of Applied Behavior Analysis. Choose 3 of the 7 dimensions (Applied, Behavioral, Analytic, Technological, Conceptually Systematic, Effective, and Generality) and discuss them with respect to the scenario described below. For each dimension you choose,

    1. Define what it means as a dimension of applied behavior analysis, and
    2. Discuss how it relates to the scenario below. (Hint: What characteristics of the scenario demonstrate that dimension, or how could you relate that dimension to the scenario?)

    Scenario:

    When a 5th grade student is given an assignment that requires reading, he engages in disruptive behavior that often results in the teacher sending him to the principals office. A behavior analyst who works for the school is asked to observe the students behavior and make recommendations. After the behavior analyst observes the students behavior, she decides to conduct an assessment of his reading skills. The assessment reveals that the student can only read on a 3rd grade level.

    The behavior analyst decides to target the students reading behavior by introducing an intensive reading intervention. The intervention includes evidence-based reading instruction delivered in an individualized format plus assistance with reading his assignments in class. Data are collected throughout the intervention on his reading skills, as well as occurrences of disruptive behavior in every class.

    The students reading skills improve to a 5th grade reading level by the end of the intervention. Furthermore, occurrences of disruptive behavior decrease to none or almost none in every class (reading, social studies, math, etc.). The behavior analyst writes up a report of her findings and includes details about the procedures used, the data collected, and the results. She describes her findings by discussing behavioral concepts such as escape from task demands and performance vs. motivational deficits. She also reports that the improvements last throughout the remainder of the school year, and that the student tells teachers how he likes reading now. The teachers and the students parents are pleased with the procedures and the outcomes of the intervention.

    Requirements:

  • DISCUSSION 4

    Discussion Forum 4

    The experimental analysis of behavior (EAB), applied behavior analysis (ABA), and Professional Practice guided by behavior analysis are three of the branches of the science of behavior and its application. (The fourth branch is the philosophy of Radical Behaviorism.) Each of these branches has different goals, but they complement one another in the study and application of behavioral principles. Use the following scenario to discuss the differences in these three branches. Consider the following scenario: A researcher is conducting a study on the effects of delayed reinforcers (in the form of food pellets) on the rate of lever pressing by rats. She wants to know if food presented immediately after the rat presses the lever produces higher rates of lever pressing than when food is delayed by 5 seconds or 10 seconds following the lever press. She is conducting this study to provide data to support general principles of delayed reinforcement. Her results show that the longer the delay is to the presentation of food following the lever pressing, the lower the rate of pressing by the rats. In other words, the immediate delivery of reinforcers produces the most lever pressing, and the delayed reinforcement produces lower rates of lever pressing.

    Write a short paragraph to answer the following questions:

    1. What are 2-3 of the main differences in the branches of EAB, ABA, and Professional Practice of behavior analysis? (You may want to refer to Figure 1.2 on page 20 in Cooper et al. (2020) for a helpful summary.)
    1. Which branch most closely relates to the scenario described above and why?
    1. How could the topic of delayed reinforcement and the findings discussed in the scenario above be relevant and useful in either one of the other two branches? Pick one to discuss. (Hint: In what type of scenario might an applied behavior analyst test the effects of immediate or delayed reinforcement? How might a professional use research findings about the effects of delayed reinforcement when they treat a client with problem behavior?)

    Requirements:

  • DISCUSSION 3

    Discussion Forum 3

    Compare or contrast Radical Behaviorism with Mentalism as follow:

    1. Explain where each philosophy looks to explain the causes of behavior,
    1. Use your answer to #1 to discuss how each philosophy would describe the potential causes of the behavior of turning in an assignment after the due date, and
    1. Discuss in general how each philosophy might propose an intervention for this behavior based on its assumption about the causes.

    Hint: Be sure to review pages 11-14 in Cooper et al. (2020) and pages 5-6 in Mayer et al. (2022), as well as the videos and other information from the lesson.

    Requirements:

  • Demonstrating a comprehensive understanding of ethical consi…

    I upload the pdf with the assigment below. I will also upload the Ethical Bacb Code.

    Requirements: 10

  • week 5 project

    Research Paper

    Develop a research paper on providing professional counseling services to a specific clientele group (children and families, people who abuse substances, people who are homeless, military personnel and their families, etc.). You will consider assessment and testing, treatment options and services, social and cultural awareness and considerations, and the parameters within the counseling profession for helping a specific clientele group. You will also communicate the certification requirements to work with the group and will investigate and present previous research undertaken with that group.

    Using the South University Online Library database (ProQuest or EBSCOHOST) only, find 5-7 journal articles related to your topic chosen. (Your textbook, Wikipedia, or any other Web source will not be accepted for this assignment.) The type of journal articles has to be from a peer reviewed scholarly journal.

    Submission Details:

    • Include proper citations and references in APA format for scholarly sources to support your points.
    • Your paper should be 8-10 pages in length and include proper APA citation.
    • Submit your document to the Submissions Area by the due date assigned.

  • DISCUSSION 2

    Discussion Forum 2

    Pavlovs studies showed how a neutral stimulus could be conditioned to elicit a conditioned response by pairing it with an unconditioned stimulus that already elicited an unconditioned response. This process is called classical (or respondent or Pavlovian) conditioning.

    For example, the sight of a dog (an originally neutral stimulus) may elicit a fear response (a conditioned response) in a person because of a past pairing of seeing a dog with that dogs bite (an unconditioned stimulus) that elicited pain and fear (unconditioned responses). Now, seeing a dog is a conditioned stimulus that produces a conditioned response of fear.

    Please provide your own real-life example of classical conditioning. For a complete answer, you should do the following:

    1. Specify the unconditioned stimulus (US), the unconditioned response (UR), the originally neutral stimulus (NS) that becomes the conditioned stimulus (CS), and the conditioned response (CR).
    1. Describe how the conditioning process occurred.

    Hint: Be sure to review pages 30-32 in Cooper et al. (2020). Table 2.2 on page 30 provides many examples of unconditioned stimuli (USs) and unconditioned responses (URs) in humans. You can pick any type of neutral stimulus (e.g., a location, a piece of clothing, a picture, a word, a person, a toy, a color, etc.) to be paired with one of these USs and then describe how the neutral stimulus (NS) can become a conditioned stimulus (CS) through Pavlovian Conditioning.

    Requirements: