Biopsychology
Sample Answer for Biopsychology Included After Question
Use the Capella library and course readings to locate a minimum of five peer reviewed journal articles on a topic of your choice, then analyze the research component of the articles. 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? As you work on your assessment, an analysis of five articles, and think about a topic you want to choose for all your assessments, you’ll be introduced to the origins of biopsychology and genetic influence on behavior, while exploring why biopsychology creates ethical concerns. You’ll also explore the basic biology of the brain and the associated neurological systems. Overview To successfully complete a research project in the field, you’ll need to understand the research of the field, and to analyze and synthesize it. In this assessment you’ll take the first step by analyzing the research component of articles for a topic of your choice. Preparation You will also be using these resources as part of your Literature Review assessment and to help support a proposed research study of your choosing for your Study Applications assessment. Note that the assessments in this course build on one another. It is a good idea to look ahead to the other assessments, and begin to think about a topic you might be interested in researching. This is a good time to select articles for this assessment that will help support your ideas for the other assessments. Keep the same topic for your Theories and Ethics assessment, but choose different articles—this will ensure you start work on your Literature Review assessment with enough articles. Instructions For your Analysis of Articles assessment, use the Capella library and course readings to locate a minimum of five peer-reviewed journal articles (published within the last 10 years) that discuss a biological psychology topic of interest to you. Biological psychology is the study of biology integrated into the concepts of psychology. For example, you might be interested in: Neurobiology of ecstasy (MDMA) abuse. Progression of reading ability in a child diagnosed with autism. • Effectiveness of a new drug to treat depression. You are not limited to these topics but may choose one of these if you are interested. These are listed to help give you an idea of types of appropriate topics. • • Use the following organization: Introduction: Describe the topic of the paper. • Describe the search strategy you used to include: key words, library databases, and why you chose these. For each article, provide the following: • • • • • The research method(s) used in the articles reviewed. Key variables in the hypothesis or phenomena of interest. Description of how the hypothesis was supported (or not) and how questions were answered (or not). Determination and explanation of whether the study was (or was not) conducted safely and ethically by the authors. Paper Requirements • • • Number of Resources: 5–7 peer-reviewed journal articles. Length: 3–5 pages. Format: Formatted using the APA Style Paper Tutorial [DOCX]. Use current APA style and formatting. Competencies Measured By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: • • Competency 1: Analyze research methods used in the study of biological psychology. • Describe which of four research methods were used to analyze a chosen topic. • Identify key variables of existing research. • Describe how hypotheses were supported or not supported. Competency 3: Apply scholarly research findings to topics in biological psychology. Use appropriate information-gathering techniques to identify peerreviewed journal articles. Competency 4: Apply theory and scholarly research findings to inform professional and personal ethics, values and behavior. • Analyze studies to determine whether or not they were conducted safely and ethically by the authors. Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology. • Address assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences. • Uses APA format and style with headings consistently and with few errors. • • • Use the Capella library and course readings to locate a minimum of five peerreviewed journal articles on a topic of your choice, then analyze the theories and ethics behind the research studies. As you work on your assessment, an analysis of the theories and ethics behind five articles, you’ll explore a topic you want to choose for all your assessments. You’ll also explore the biological mechanisms behind addiction. The central hypothesis is that behavioral and cognitive impairment caused by drug addiction may be due to changes in the brain and the imbalance of neurotransmitters in the neuron. You’ll also look at how our biological systems affect our motivations. Overview In the Analysis of Articles assessment, you analyze the research component in the literature of the field for the topic of your interest. In this assessment, you’ll delve deeper by analyzing the theory behind the topic. You’ll gain an understanding of the theory before analyzing and synthesizing it into the literature review. Preparation You will be using the resources you choose for this assessment as part of your Literature Review assessment and to help support a proposed research study of your choosing for the Study Applications assessment. Note that the assessments in this course build on one another. It is a good idea to look ahead to the other assessments to begin to think about a topic you might be interested in researching. This is a good time to select articles for this assessment that will help support your ideas for the other assessments. Instructions For your Theories and Ethics assessment, use the Capella library and course readings to locate a minimum of five peer-reviewed journal articles (published within the last 10 years) that discuss a biological psychology topic of interest to you (the same topic you used for your Analysis of Articles assessment). For example, you might be interested in: • Neurobiology of ecstasy (MDMA) abuse. • Progression of reading ability in a child diagnosed with autism. • Effectiveness of a new drug to treat depression. You are not limited to these topics, but may choose one of these if you are interested. They are listed to help give you an idea of types of appropriate topics. Use the following outline to organize your paper: Introduction: • Describe the topic of the paper. Theory: • Describe the theory used in the articles you chose. • Explain how the theories are applied to the topic and to the research findings. Ethics • Describe the ethical behaviors used by the researchers of the studies. (For example, how did they protect the participants?) • Explain how these ethical behaviors can be used in your life. Paper Requirements • Format: Resources and citations are formatted according to current APA style and formatting. Use the APA Style Paper Tutorial [DOCX]. In the final section of the assessment you are asked to apply the theories and principles of biological psychology to your own life and career. In this portion of the assessment, first-person language is acceptable; in other sections, the thirdperson rule continues to apply. • Written communication: Paper is free of errors that detract from the overall message. • Number of resources: Minimum of 5–7 peer-reviewed journal articles. • Length of paper: 3–5 typed, double-spaced pages. • Font and font size: Times new Roman, 12 point. Competencies Measured By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: • • Competency 2: Apply psychological theories to topics in biological psychology. • Describe the theory used in articles. • Explain how theories are applied to a topic and to research findings. Competency 3: Apply scholarly research findings to topics in biological psychology. • • • Use scholarly sources to support major points. Competency 4: Apply theory and scholarly research findings to inform professional and personal ethics, values and behavior. • Describe the ethical behaviors used by researchers of studies. • Explain how ethical behaviors can be used in one’s life. Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology. • Address assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences. • Use APA format and style with appropriate headings. Write a literature review that will help support a proposed research study, applying scholarly research findings and theories to your selected topic in biological psychology. As you select articles for and work on your Literature Review assessment, you’ll explore vision and how we see. You will start by examining the eye structure that processes visual information. You’ll also explore learning and memory. These are two of the most exciting topics in biopsychological research. The central hypothesis is focused on how and where memories are stored in the brain. Overview Using the backbone of what you’ve done in both the Analysis of Articles and Theories and Ethics assessments, utilize what you discovered through the analysis of the literature’s research and theory into a coherent and well-written literature review. Utilize resources you’ve already found to support your work and anything else you want to add. Ultimately, this literature review will support your final piece by making a case for a research proposal. Preparation You will be using these resources to help support a proposed research study of your choosing. Note that the assessments in this course build on one another. It is a good idea to look ahead to the Study Applications assessment to begin to think about a topic you might be interested in researching. This is a good time to select articles for this assessment that will help support your ideas for that assessment as well. Instructions For your Literature Review assessment, use the Capella library and course readings to locate a minimum of ten peer-reviewed journal articles (published within the last 10 years) that discuss a biological psychology topic of interest to you (the same topic you’re using for your other assessments). For example, you might be interested in: • • • Neurobiology of ecstasy (MDMA) abuse. Progression of reading ability in a child diagnosed with autism. Effectiveness of a new drug to treat depression. You are not limited to these topics, but may choose one of these if you are interested. They are listed to help give you an idea of types of appropriate topics. Submit your literature review on the topic you selected for this assessment in accordance with the criteria listed below: Format your paper using the following headings, as well as the APA Paper Template [DOCX]: Topic: Identify the topic and describe the search strategy used for locating articles for the review. Literature: • Identify the major themes you’ve located in the literature. • Use the MEAL plan for Organizing Paragraphs and use two or more sources to support each main idea. • Analyze existing studies by discussing their strengths and weaknesses. • Apply scholarly research findings to your topic in biological psychology from at least ten scholarly sources. Theory: • • • Identify the theory or theories used in your articles and discuss how they are applied to the topic. Apply a theory or theories to explain the themes of the research findings. Paper Requirements • • • Number of Resources: 10–12 peer-reviewed journal articles. Length: 5–7 pages. Format: Formatted using the APA Style Paper Tutorial [DOCX]. Use current APA style and formatting. Competencies Measured By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: • Competency 1: Analyze research methods used in the study of biological psychology. • Analyze existing research, including the strengths and weaknesses. • • • Competency 2: Apply psychological theories to topics in biological psychology. • Apply psychological theories to a topic in biological psychology. Competency 3: Apply scholarly research findings to topics in biological psychology. • Apply scholarly research findings to a topic in biological psychology from a sufficient number of scholarly sources. Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology. • Integrate appropriate use of scholarly sources, evidence, and citation style. • Address assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences. • Use proper APA style for headings and title page.
| Excellent | Good | Fair | Poor | ||
| Main Posting | 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors. |
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style. |
|
| Main Post: Timeliness | 10 (10%) – 10 (10%)
Posts main post by day 3. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not post by day 3. |
|
| First Response | 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
|
| Second Response | 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
|
| Participation | 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days. |
|
| Total Points: 100 | |||||
As we begin this session, I would like to take this opportunity to clarify my expectations for this course:
Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).
Course Room Etiquette:
- It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
- All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!
Office Hours:
- My office hours vary so feel free to shoot me an email at [email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
- Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
- I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forumI will respond to all posts or emails within 24 or sooner.
Late Policy and Grading Policy
Discussion questions:
- I do not mark off for late DQ’s.
- I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
- I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
- Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.
Assignments:
- Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
- Any activity or assignment submitted after the due date will be subject to GCU’s late policy
- Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
- No assignments can be accepted for grading after midnight on the final day of class.
- All assignments will be graded in accordance with the Assignment Grading Rubrics
Participation
- Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
- Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
- It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
- A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do notmeet the active engagement expectation.
- Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
- I do expect outside sources as well as class materials to formulate your post.
- APA format is not necessary for DQ responses, but I do expect a proper citation for references.
- Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
- I will not accept responses that are from Wikipedia, Business com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
- Stay away from the use of personal pronouns when writing.As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.
Plagiarism
- Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
- This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
- Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
- Please review your LopesWrite report prior to final submission.
- Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).
Plagiarism includes:
- Representing the ideas, expressions, or materials of another without due credit.
- Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
- Failing to document direct quotations without proper citation and referencing.
- Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
- If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
- We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.
LopesWrite
- All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
- Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.
Assignment Submissions
- Please note that Microsoft Office is the software requirement at GCU.
- I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
- If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.
Grade of Incomplete
- The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
- The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
- Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.
Grade Disputes
- If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with mepersonally for further clarification.
- While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
- However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedurewhich is outlined in the GCU Catalog and Student Handbook.