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Informed Consent and Debriefing Forms Creation: PSY 550

Informed Consent and Debriefing Forms Creation: PSY 550

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Psychology students need the ability to create informed consent and debriefing forms that adequately state the purpose of studies to the participants in an ethical manner. In your capstone class (your last class), it is an expectation that you have a created a consent and debriefing form for your research proposal. It could be beneficial if you create this assignment around the topic you would like to research.

Before you begin the assignment, view the APA website and read the ethics listings.

Using the GCU Library, research consent and debriefing forms. Locate two to four scholarly resources to support your form.

Create an informed consent form and a debriefing form that explains the nature and true purpose of the study (students may adapt the examples from the textbook, see pages 76-77). Be sure to cite your sources at the conclusion of the document.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources

Informed Consent and Debriefing Forms Creation PSY 550

Informed Consent and Debriefing Forms Creation PSY 550

should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment ON Informed Consent and Debriefing Forms Creation uses a scoring guide. Please review the scoring guide prior to beginning the assignment ON Informed Consent and Debriefing Forms Creation to become familiar with the expectations for successful completion.

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Details: 

This is a Collaborative Learning Community (CLC) assignment.

Before beginning this assignment, each group should submit a filled-in copy of the CLC Agreement Form.

Each CLC team will design a correlational study, groups will need two variables with at least five sets of data. between these two variables: time spent playing video games and aggression.

Informed Consent and Debriefing Forms Creation: PSY 550

Then in 500-750 words, do the following:

  • Create a hypothesis for the group’s study. Consider the hypothesis and how the group will define operationally and measure the variables.
  • Describe how the group will obtain a random sample of participants.
  • Assume the study produces a correlation of .56 between the variables. Analyze three possible causal reasons for the relationship.
  • Submit an SPSS output for the correlational study.

Use two to four scholarly resources to support your explanations.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Using the topic you have developed in PSY-530, write a Research Proposal (1,200-2,500 words) on a topic relevant to the course. To complete the Research Proposal, do the following:

Review the attached document “Research Proposal Guidelines”, as well as Topic 7 lecture section on The Results and Discussion Sections in the Research Proposal for a brief overview pertaining to “how to” complete the assignment.

  • Introductory section: Include hypothesis and a review of the literature.
  • Method section: Include subsections on Participants, Apparatus/Materials/Instruments, Procedure, and Design.
  • Results section: Include statistic, critical values, degrees of freedom, and alpha level.
  • Discussion section: Include interpretation of results, ethical concerns, limitations of study, and suggestions for future research.
  • Figures and Tables section: Include a minimum of two (either two figures, two tables, or a figure and a table).

Include at least 8-10 scholarly references.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

This benchmark assignment assesses the following programmatic competencies: 3.3: Design an innovative research study and 4.3: Plan and manage the necessary process for the completion of a research project.

PSY 550 Week 2 Discussion 1 Latest-GCU

Define reliability and validity in your own words. Briefly describe the different types of reliability and validity, including why it is important to conduct a study that is reliable and valid.

PSY 550 Week 2 Discussion 2 Latest-GCU

Stanley Milgram’s obedience to authority experiment is one of the most controversial studies in psychology’s history. Considering this example as well as others, critique such experiments from an ethical standpoint.

PSY 550 FINAL EXAM

Question 1

For each of the following examples, explain whether the researcher has made a correct decision or has made a Type 1 or Type 2 error. Explain why.
  1. Dr. G rejects the null hypothesis although the independent variable had no effect.
  2. Dr. R rejects the null hypothesis when it is false.
  3. Although the independent variable had an effect, Dr. E does not reject the null hypothesis

.Question 2

Explain the value of reversal designs (ABA designs) in single-case research.

Question 3

explain how a one-way analysis of variance works. How do you use between- and within-group variability?
Question 4
After watching nursery-school children, Ken Garoo wants to test the hypothesis that some toys are more fun to play with than others. He decides to compare “fun” toys (blocks) with “unfun” toys (stuffed animals). He also wishes to see if there is a sex difference, as well, so sex is added as an independent variable. A) What kind of design is needed? B) Diagram it out. C) Assuming 20 subjects are needed per cell, how many subjects are needed for this study?
Question 5
Bill Board is “lording” his SAT score over his friend, Rhoda Dendron, who took the ACT. “You only got a 25 in math,” he chortled, “while I got a 300 in math.” Given that the SAT has a μ of 500 and a σ of 100, and the ACT has a μ of 20 and a σ of 5, what is wrong with Bill’s logic (give the answer in both z scores and percentile ranks)
Question 6
Describe a two-matched groups design. How is the matching done?
Question 7
Chuck Wagon is very excited about the within-subjects approach. “Now I’ll never need to run large numbers of subjects again,” he says. However, Chuck has forgotten that within-subjects designs may be a) useless, b) impossible, c) confounded by order effects, or d) impractical when excessive subject time spent in an experiment makes data inaccurate. Give an example of each of these four objections.
Question 8

 A researcher has studied subjects’ ability to learn to translate words into Morse code. He has experimented with two treatment conditions: in one condition, the subjects are given massed practice; they spend 8 full hours on the task. In the other condition, subjects are given distributed practice; they also spend 8 hours, but their practice is spread over four days, practicing 2 hours at a time. After the practice, all subjects are given a test message to encode; the dependent variable is the number of errors made. The researcher has matched the subjects on intelligence. The results are in the following table. Decide which statistical test would be appropriate, carry out the test, and evaluate the outcome. Assume a significance level of .05 and that the direction of the outcome has not been predicted.

Question 9

Explain the pros and cons of longitudinal, cross-sectional, and sequential designs.

Question 10

Define the term quasi-experiment and discuss the pros and cons of this research method.

 

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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