Cognitive Psych Research Proposal

Sample Answer for Cognitive Psych Research Proposal Included After Question

Cognitive Psych Research Proposal

[Double-click here… Insert Name, SID] 1 PSYC 163: Cognitive Development Reading Research Worksheet Due: Tuesday, January 31 before Discussion Section Instructions: Complete the following questions for the source article. The assignment is due BEFORE your discussion section on Tuesday, January 31, 2021. Submit the assignment as a pdf document to Canvas. Name & SID: Double click on the Header above and insert your name and SID. Plagiarism: DO NOT just copy and paste from the source article to answer questions. This is plagiarism. All responses must be in your own words. Article: The source article for this worksheet is Hamlin and Wynn (2011). It can be found on the Canvas page for this class in the Week 4 Discussion Sections Module. Grading: The assignment is worth 48 points (2 points for each response). Responses will be graded as 2 (complete and correct), 1 (incomplete or incorrect), or 0 (did not answer, or copied from the article). This assignment is worth 5% of your final grade. Late Policy: 5 point deduction if turned in by the end of section; 10 point deduction if turned in within 24 hours; 15 point deduction if turned in before the end of the quarter. 1. Write the APA-style citation for this article. (2 points) 2. Who funded the research in this article? (2 points) 3. Abstract (all responses worth 2 points) 3a. In 1-2 sentences, based on your reading of the abstract, what is the main take-away point of this article? 4. Introduction (all responses worth 2 points) 4a. In 2-3 sentences, summarize what the introduction indicates about what past research has found. 4b. In 1 sentence, summarize what the introduction states is the weakness of past research. 4c. In 1 sentence, summarize what the introduction states is the goal of the studies in the paper. 5. Experiment 1: Answer each question in 1-2 sentences. (all responses worth 2 points) [Double-click here… Insert Name, SID] 2 5a. How many and who were the participants (i.e., in the Participants section)? 5b. What was the purpose of the Social condition and what was the Procedure for the Social condition? 5c. What was the purpose of the Inanimate Control condition and what was the Procedure for the Inanimate Control condition? 5d. What happened during the Choice Test event? 5e. In your own words, how did the researchers analyze the data? [just do your best here; we will go over this in class] 5f. What did the analyses find? 5g. What do the authors conclude about their findings for Experiment 1 in the Discussion? 6. Experiment 2: Answer each question in 1-2 sentences. (all responses worth 2 points) 6a. How did Experiment 2 differ from Experiment 1? 6b. How many and who were the participants (i.e., in the Participants section)? 6c. What was the Procedure for the Social condition? 6d. What was Procedure for the Inanimate Control condition? 6e. What happened during the Choice Test event? What happened during the Preferential Looking event? 6f. In your own words, how did the researchers analyze the data? [just do your best here; we will go over this in class] 6g. What did the analyses find? 7. General Discussion: Answer each question in 1-2 sentences. (all responses worth 2 points) 7a. Based on your reading of the General Discussion, what do the authors say is the main takeaway point of their research findings? 7b. What are some other possible interpretations of the findings? 8. Strengths & Weaknesses: Do not indicate number or ages of participants as strengths/ weaknesses. (all responses worth 2 points) [Double-click here… Insert Name, SID] 8a. What is 1 strength of the method of the research? Why is this a strength? 8b. What is 1 weakness of the method of the research? Why is this a weakness? 3 PSYC 163: Cognitive Development Winter 2023 Instructions for Course Paper Description: The goal of the final project is for students to apply their learning to understanding how the different kinds of things we do influence our cognitive development. For their final projects, students will complete a 6- to 8-page paper proposing a study testing the effect of an activity on an aspect of cognitive development. Students will choose 1 aspect of cognition, an age range, and design an experiment to test how an activity influences that aspect of cognition at those ages. Course Paper: The course paper is a 6- to 8-page experiment proposal (no title page), in which the student (a) summarizes prior research about the development of the chosen aspect of cognition and what might influence development of that aspect of cognition, (b) develops a hypothesis for how an activity or intervention might effect that aspect of cognition, (c) proposes a study and statistical analyses to test the hypothesis, and (d) considers the empirical and societal implications should the data support the hypothesis. Students must reference at least 3 peerreviewed, empirical (research) articles. Instructions: 1. Use the template provided, which sets your document to use 12-point, Times New Roman font and 1-inch margins. Do not change the font or margins. 2. In the Header, complete the requested information: Name (SID); PSYC 163; Final Paper (Date) Section Time: [insert]; TA: [insert] 3. This document will be complete in three parts: • Part 1: Introduction: Part 1 will be an approx. 3.5-page introduction to the topic of the paper. Students will write the first portion of the paper, save the document as a pdf and upload to Canvas in the Week 7 Discussion Section Module. Part 1 is due BEFORE discussion section on February 21, 2023. • Part 2: Hypotheses, Methods, & Planned Analyses: Part 2 will be an approx. 2.5-page description of the hypotheses, methods, and planned analyses for the proposed study. Using the same document as Part 1, students will write the second portion of the paper, save the document as a pdf, and upload to Canvas in the Week 9 Discussion Section Module. Part 2 is due BEFORE discussion section on March 7, 2023. • Part 3: Final Paper: The final paper will be a 6- to 8-page research proposal that includes a discussion section. Using the same document started for Parts 1 & 2, students will revise all sections and will complete the remainder of the paper. Students will save as a pdf and will upload the final paper in the ‘Final Paper’ Module on Canvas. The final paper is due by Tuesday, March 21, 2023 @ 11:59pm. PSYC 163 Course Paper, 1 Sections of the paper (use this as a checklist): Part 1: Introduction (approx. 3.5 pages) • Introduction Paragraph: Clearly indicate the aspect of cognition, type of activity, and ages that are the focus of the paper. Conclude with a statement of the goals of the paper • Prior Research (3 empirical, peer-reviewed articles): For each article: Ø Write 1 paragraph summarizing the research in the article. Ø Write 1 paragraph identifying the strengths and weaknesses of the research. Ø Write 1 paragraph evaluating the implications of the article. Ø Note: This section should flow, so do not have the APA citations as headers for the article summaries. Also, incorporate transitions between the article summaries and include in-text APA citations. • Concluding Introduction Paragraph: Pull together your article summaries to draw an informed conclusion about what prior research has said about how the activity influences the development of the aspect of cognition in the relevant age range. Identify at least one gap in prior research. Part 2: Hypotheses, Methods, & Planned Analyses (approx. 2.5 pages) • Research Question & Hypothesis (approx. .5 page): State a research question and hypothesis about how a particular activity or intervention may influence an aspect of cognitive development in a particular age range. Proposed Method (approx. 1.5 page) • Participants: Identify the proposed number, ages, and demographic information for the participants. (e.g., Who will participate in your study?) • Measures: Describe how you will operationalize your variables. (e.g., How will you measure the aspect of cognition?) You must indicate if each variable is categorical or continuous and the range of possible scores for each variable. • Procedure: Describe what participants will actually do in the study. (e.g., What will the activity/intervention involve?) The procedure must be an experiment with at least 2 conditions. Hypothesized Results (approx. .5 page) • Proposed Analyses: Outline the analyses you will conduct to test your hypothesized effect. • Graph: Create a graph that reflects the proposed pattern of findings. Discussion (approx. 2 pages) • Summary: Provide a 1-paragraph summary of the goals, hypotheses and procedures of the proposed study. What are the hypothesized results? • Empirical Implications: How does the proposed study address gaps in prior research? What would the hypothesized findings tell us about how the activity influences stereotyping? What if your hypotheses are not supported? What would this tell us about cognitive development? • Societal Implications: Why would this study matter beyond the empirical implications? What would be the societal benefits of this study and who might be most interested in the findings? • Limitations: Provide two potential limitations of your proposed study. • Conclusion: Conclude with an overview of the goals of the paper and how the proposed study would address gaps in prior research. References (as long as needed): Ø APA-style references need to be provided for every article cited in the paper. Ø Lectures do not need to be included in the reference section; they are only cited in text. PSYC 163 Course Paper, 2 Part 1 Grading (55 Points) Grammar, APA-style & Formatting: 10 points Section Points Possible Rubric Formatting 2 2: 0 formatting mistakes (margins, font, page numbering, title page) 1: 1-5 formatting mistakes (margins, font, page numbering, title page) 0: +6 formatting mistakes (margins, font, page numbering, title page) Grammar 3 3: 0 grammatical errors 2: 1-8 grammatical errors 1: 9-15 grammatical errors 0: +16 grammatical errors In-Text APA 2 2: 0 APA-style mistakes Style Citation 1: 1-5 APA-style mistakes 0: +6 APA-style mistakes Reference 3 3: 0 APA citation errors Section APA 2: 1-4 APA citation errors Style Citation 1: 5-9 APA citation errors 0: 10+ APA citation errors Introduction Paragraph: 6 points Section Points Rubric Possible Paragraph 3 3: Full paragraph; clearly introduces the activity, type of cognition, and ages 2: Full paragraph; superficially introduces activity, type of cognition, and ages 1: Not a full paragraph; only lists the activity, type of cognition, and ages 0: Not a full paragraph; does not indicate the activity, type of cognition, and ages Goals 3 3: Goals statement is clearly articulated and references target ages Statement 2: Goals statement is clearly articulated but does not reference ages 1: Goals statement is poorly articulated 0: No goals statement Article Summaries: 36 points (12 points per article) Section Points Rubric Possible Summary 4 4: Clearly articulated, contains appropriate level of information 3: Moderately well articulated, but contains some irrelevant information or is missing some relevant information 2: Poorly articulated, with extensive amounts of irrelevant information or missing relevant information 1: Summary is only 1 sentence 0: Article not summarized Critique 4 4 pts.: Critique is clearly articulated, addresses both strengths and weaknesses with clear justification 3 pts.: Critique is moderately well articulated, but only superficially mentions strengths and weaknesses 2 pts.: Critique is poorly articulated, or only mentions a strength or a weakness PSYC 163 Course Paper, 3 Implications 4 1 pts.: Critique is only 1 sentence 0 pts.: Article not critiqued 4: Both an empirical and societal implication of the findings are clearly articulated 3 pts.: Both an empirical and societal implication of the findings are noted, but are not thoroughly described 2 pts.: Implications are poorly articulated, or only mentions one implication 1 pts.: Implications are only 1 sentence 0 pts.: No implications or discussion provided Intro Concluding Paragraph: 3 points Section Points Rubric Possible Whole 3 3: Well-articulated; accurately reflects articles; ties back to goal paragraph 2: Moderately well-articulated; accurately reflects articles; only superficially ties back to goal 1: Only 1 or 2 sentences containing unsubstantiated opinion 0: No conclusion Part 1 Late policy: 5 point penalty if submitted by Wednesday, February 22 @ 11:59pm; 7 point penalty if submitted by Thursday, February 23 @ 11:59pm; 10 point penalty anytime after Thursday, February 23 @ 11:59pm Part 2 Grading Grammar, APA-style & Formatting: 5 points Section Points Possible Rubric Formatting 2 2: 0 formatting mistakes (margins, font, page numbering, title page) 1: 1-5 formatting mistakes (margins, font, page numbering, title page) 0: +6 formatting mistakes (margins, font, page numbering, title page) Grammar 3 3: 0 grammatical errors 2: 1-8 grammatical errors 1: 9-15 grammatical errors 0: +16 grammatical errors Research Question & Hypothesis: 5 points Section Points Rubric Possible Whole 5 5: well-articulated research question & substantiated hypotheses section 4: both a research question & hypothesis, but one is poorly articulated or unsubstantiated 3: both a research question & hypothesis, but only superficially described 2: only presents a research question or hypothesis, but it is substantiated 1: only presents a research question or hypothesis, but it is unsubstantiated 0: No hypothesis or research question PSYC 163 Course Paper, 4 Proposed Method: 12 points Section Points Rubric Possible Participants 3 3: Identifies all relevant characteristics of proposed participants (will vary by proposed study) 2: Identifies over ½ of relevant characteristics of proposed participants (will vary by proposed study) 1: Identifies less than ½ of relevant characteristics of proposed participants (will vary by proposed study) 0: Does not describe participants Measures 4 4: Describes all measures (will vary by proposed study) and indicates if each variable is categorical or continuous and the range of possible scores for each variable 3: Describes all measures (will vary by proposed study) but does not provide all information (e.g., if each variable is categorical or continuous and/or the range of possible scores for each variable) 2: Describes over ½ of relevant measures (will vary by proposed study) and/or does not provide all information (e.g., if each variable is categorical or continuous and/or the range of possible scores for each variable) 1: Describes less than ½ of relevant measures (will vary by proposed study) and/or does not provide all information (e.g., if each variable is categorical or continuous and/or the range of possible scores for each variable) 0: Does not describe measures Procedure 5 5: Has 2 conditions that are clearly described and empirically justified 4: Has 2 conditions that are clearly described but only superficially justified 3: Has 2 conditions, but descriptions are missing some relevant aspects of the procedure 2: Proposed method is not an experiment 1: Proposed method described only in 1 sentence 0: Does not describe any aspects of procedure Hypothesized Results: 7 points Section Points Rubric Possible Proposed 3 3: Proposed analysis is appropriate for hypothesis and variable types analysis 2: Proposed analysis is appropriate for hypothesis but not for variable types 1: Proposed analysis is appropriate variable types but not for hypothesis 0: Proposed analysis is not appropriate for hypothesis and variables Graph 4 4: Graph correctly reflects hypothesis, variables, and proposed analysis; no APA-style mistakes 3: Graph correctly reflects hypothesis, variables, and proposed analysis; 1-3 APA-style mistakes 2: Graph only partially reflects hypothesis, variables, and proposed analysis 1: Graph does not correctly reflect hypothesis, variables, and proposed analysis 0: No graph PSYC 163 Course Paper, 5 Part 2 Late policy: 5 point penalty if submitted by Wednesday, March 8 @ 11:59pm; 7 point penalty if submitted by Thursday, March 9 @ 11:59pm; 10 point penalty anytime after Thursday, March 9 @ 11:59pm Full Paper Grading: The final paper is graded on a 100-point scale using the following rubric: Grammar, APA-style & Formatting: 10 points Section Points Possible Rubric Formatting 2 2: 0 formatting mistakes (margins, font, page numbering, title page) 1: 1-5 formatting mistakes (margins, font, page numbering, title page) 0: +6 formatting mistakes (margins, font, page numbering, title page) Grammar 3 3: 0 grammatical errors 2: 1-8 grammatical errors 1: 9-15 grammatical errors 0: +16 grammatical errors In-Text APA 2 2: 0 APA-style mistakes Style Citation 1: 1-5 APA-style mistakes 0: +6 APA-style mistakes Reference 3 3: 0 APA citation errors Section APA 2: 1-4 APA citation errors Style Citation 1: 5-9 APA citation errors 0: 10+ APA citation errors Overall Paper Structure: 3 points Section Points Rubric Possible Whole paper 3 3: Paper flows well, with informative transitions between articles and a clear, logical argument; all articles clearly relate to thesis 2: Paper generally flows well, but has some poor transitions AND/OR weak logical arguments 1: Paper has poor transitions AND/OR unsubstantiated opinion 0: Paper has no coherent, clear logical structure Introduction Paragraph: 6 points Section Points Rubric Possible Paragraph 3 3: Full paragraph; clearly introduces the activity, type of cognition, and ages 2: Full paragraph; superficially introduces activity, type of cognition, and ages 1: Not a full paragraph; only lists the activity, type of cognition, and ages 0: Not a full paragraph; does not indicate the activity, type of cognition, and ages Goals 3 3: Goals statement is clearly articulated and references target ages Statement 2: Goals statement is clearly articulated but does not reference ages 1: Goals statement is poorly articulated 0: No thesis statement Article Summaries: 36 points (12 points per article) PSYC 163 Course Paper, 6 Section Summary Points Possible 4 Critique 4 Implications 4 Rubric 4: Clearly articulated, contains appropriate level of information 3: Moderately well articulated, but contains some irrelevant information or is missing some relevant information 2: Poorly articulated, with extensive amounts of irrelevant information or missing relevant information 1: Summary is only 1 sentence 0: Article not summarized 4 pts.: Critique is clearly articulated, addresses both strengths and weaknesses with clear justification 3 pts.: Critique is moderately well articulated, but only superficially mentions strengths and weaknesses 2 pts.: Critique is poorly articulated, or only mentions a strength or a weakness 1 pts.: Critique is only 1 sentence 0 pts.: Article not critiqued 4: Both an empirical and societal implication of the findings are clearly articulated 3 pts.: Both an empirical and societal implication of the findings are noted, but are not thoroughly described 2 pts.: Implications are poorly articulated, or only mentions one implication 1 pts.: Implications are only 1 sentence 0 pts.: No implications or discussion provided Intro Concluding Paragraph: 3 points Section Points Rubric Possible Whole 3 3: Well-articulated; accurately reflects articles; ties back to goal paragraph 2: Moderately well-articulated; accurately reflects articles; only superficially ties back to goal 1: Only 1 or 2 sentences containing unsubstantiated opinion 0: No conclusion Research Question & Hypothesis: 5 points Section Points Rubric Possible Whole 5 5: well-articulated research question & substantiated hypotheses section 4: both a research question & hypothesis, but one is poorly articulated or unsubstantiated 3: both a research question & hypothesis, but only superficially described 2: only presents a research question or hypothesis, but it is substantiated 1: only presents a research question or hypothesis, but it is unsubstantiated 0: No hypothesis or research question Proposed Method: 12 points PSYC 163 Course Paper, 7 Section Participants Points Possible 3 Measures 4 Procedure 5 Rubric 3: Identifies all relevant characteristics of proposed participants (will vary by proposed study) 2: Identifies over ½ of relevant characteristics of proposed participants (will vary by proposed study) 1: Identifies less than ½ of relevant characteristics of proposed participants (will vary by proposed study) 0: Does not describe participants 4: Describes all measures (will vary by proposed study) and indicates if each variable is categorical or continuous and the range of possible scores for each variable 3: Describes all measures (will vary by proposed study) but does not provide all information (e.g., if each variable is categorical or continuous and/or the range of possible scores for each variable) 2: Describes over ½ of relevant measures (will vary by proposed study) and/or does not provide all information (e.g., if each variable is categorical or continuous and/or the range of possible scores for each variable) 1: Describes less than ½ of relevant measures (will vary by proposed study) and/or does not provide all information (e.g., if each variable is categorical or continuous and/or the range of possible scores for each variable) 0: Does not describe measures 5: Has 2 conditions that are clearly described and empirically justified 4: Has 2 conditions that are clearly described but only superficially justified 3: Has 2 conditions, but descriptions are missing some relevant aspects of the procedure 2: Proposed method is not an experiment 1: Proposed method described only in 1 sentence 0: Does not describe any aspects of procedure Hypothesized Results: 7 points Section Points Rubric Possible Proposed 3 3: Proposed analysis is appropriate for hypothesis and variable types analysis 2: Proposed analysis is appropriate for hypothesis but not for variable types 1: Proposed analysis is appropriate variable types but not for hypothesis 0: Proposed analysis is not appropriate for hypothesis and variables Graph 4 4: Graph correctly reflects hypothesis, variables, and proposed analysis; no APA-style mistakes 3: Graph correctly reflects hypothesis, variables, and proposed analysis; 1-3 APA-style mistakes 2: Graph only partially reflects hypothesis, variables, and proposed analysis 1: Graph does not correctly reflect hypothesis, variables, and proposed analysis 0: No graph Discussion: 18 points PSYC 163 Course Paper, 8 Section Summary Points Possible 4 Empirical Implications 4 Societal Implications 4 Limitations 3 Conclusion 3 Rubric 4: Summary includes all required components (1. goals, 2. hypotheses, 3. procedure, 4. hypothesized results) 3: Includes 3 of 4 required components 2: Includes 2 of 4 required components 1: Includes 1 of 4 required components 0: Does not include a summary paragraph 4: Includes all required components (1. Overview of what the hypothesized findings say about the development of the aspect of cognition. 2. Ties implications to hypothesized results from the proposed analyses, 3. Ties implications back to all studies in introduction, 4. Includes consideration of what the implications would be if findings did not support the hypothesis) 3: Includes 3 of 4 required components 2: Includes 2 of 4 required components 1: Includes 1 of 4 required components 0: Does not include empirical implications 4: Includes all required components (1. Indicate 2 social justice implications of the proposed research. 2. If hypotheses are supported, what would be the societal benefits? 3. Who might be most interested in the findings?) 3: Includes 3 of 4 required components 2: Includes 2 of 4 required components 1: Includes 1 of 4 required components 0: Does not include empirical implications 3: Mentions 2 relevant, methodological limitations to their proposed study (and limitations do not include the age or number of participants) 2: Mentions 2 relevant, methodological limitations to their proposed study (but limitations include at least 1 mention of the age or number of participants) 1: Only mentions 1 relevant limitation to their proposed study 0: Does not include limitations 3: Well-articulated; accurately reflects rest of paper; ties back to thesis; strong logical argument and no unsubstantiated opinion 2: Moderately well-articulated; accurately reflects rest of paper; ties back to thesis; but has weak logical argument OR some unsubstantiated opinion 1: Poorly articulated; does not tie back to thesis; has weak logical argument AND some unsubstantiated opinion 0: No conclusion Late policy: 10 point penalty if submitted by Wednesday, March 22 @ 11:59pm; 15 point penalty if submitted by Thursday, March 23 @ 11:59pm; papers will not be accepted after Thursday, March 23 @ 11:59pm. PSYC 163 Course Paper, 9 Name (SID); PSYC 163; Final Paper (Date) Section Time: [insert]; TA: [insert] p. 1 Title of Your Paper [Indent & write Introduction Paragraph. Include a sentence about your chosen activity and chosen domain of cognition, and clearly define each of these. Include a sentence about the ages of the participants in your study. Conclude with a goals statement that clearly articulates the activity and aspect of cognition, as well as indicates why these ages are relevant.] Prior Research [Indent & summarize one of your articles. Use appropriate paragraphs. Use appropriate APA-style in-text citations. Conclude with a transition sentence.] [Indent & summarize the second article. Use appropriate paragraphs. Use appropriate APA-style in-text citations. Conclude with a transition sentence.] [Indent & summarize the third article. Use appropriate paragraphs. Use appropriate APAstyle in-text citations. Conclude with a transition sentence.] Concluding Paragraph [Indent & write a Concluding Paragraph] Research Question and Hypotheses Research Question [Write a Research Question] Hypotheses [Hypothesis: insert activity/intervention hypothesis here] Proposed Method Participants [Indent & insert inclusion information on participants here.] Measures Name (SID); PSYC 163; Final Paper (Date) Section Time: [insert]; TA: [insert] p. 2 [Indent & insert information on measures here. Your description of your measures must indicate whether your variables are continuous or categorical, as well as the potential range of values (e.g., the minimum and maximum a participant could have on that variable.] Procedure [Indent & insert information on procedure here. Your procedure must be an experiment with at least 2 conditions.] Hypothesized Results [Indent & insert paragraph on proposed analyses for your hypothesis. This should include a specific reference to the kind of statistical test you would use and what you hypothesize will be the result of that test. This will likely be only 1 or 2 sentences. Be sure to reference your anticipated findings depicted in Figure 1.] [Insert centered graph after describing all proposed analyses] Figure 1. [Insert a title for your figure.] Discussion Summary [Indent & insert summary of proposed study and hypothesized findings.] Empirical Implications [Indent & insert empirical implications here] Societal Implications [Indent & insert societal implications here] Limitations [Indent & insert 2 limitations here] Conclusion Name (SID); PSYC 163; Final Paper (Date) Section Time: [insert]; TA: [insert] [Indent and insert concluding paragraph here] p. 3 Name (SID); PSYC 163; Final Paper (Date) Section Time: [insert]; TA: [insert] References [Insert APA-style references here in alphabetical order. The References pages do not count toward the page limit for the paper. This page has been set up to begin on a new page automatically.] p. 4

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.

A Sample Answer For the Assignment: Cognitive Psych Research Proposal

Title: Cognitive Psych Research Proposal

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