Category: Psychology

The lab report should be about the Coglabs that were completed for class. You should be explaining what happened in each of the Coglabs and explaining their subsequent results. For this paper, the only time it would make sense to use sources other than Coglab is in the intro and discussion sections to support your explanation of a concept. The methods and results section should speak strictly to what you did in the Coglab. Stuff regarding the topic, Categorical Perception: Discrimination
Background
People perceive most stimuli continuously. For example, when you look at a rainbow, you see a smooth transition from red to yellow (like the image below):
Continuous Perception
You usually do not perceive stimuli categorically. Categorical perception means that you see either pure red or pure yellow and nothing in between (like the image below):
Categrical Perception
This is called “categorical” perception because, instead of getting a percept that is ambiguous, you get a percept that perfectly matches an ideal example of a particular category. One thing that people seem to perceive categorically is speech (Harnard, 1987). What is interesting about this is that even when the physical stimuli change continuously (like the upper image), people perceive it categorically (like the lower image).
For example, both /b/ and /p/ are stop consonants: To produce these, you close your lips, then open them, release some air, and the vocal chords begin vibrating. Hold your hand in front of your mouth and say /ba/ and then /pa/. The difference between /ba/ and /pa/ is the time between the release of the air and the beginning of the vibration. This is referred to as voice onset time or VOT. For /b/, VOT is very short. Voicing begins at almost the same time as the air is released. For /p/, the voicing is delayed.
Researchers can construct a series of stimuli in which the VOT changes in small steps. When people are asked to identify these stimuli, they generally have no difficulty: The first few are identified as /b/ and the second few are identified as /p/. What is most interesting is how the middle items are identified. Unlike most other stimuli, people do not report hearing something that is a bit like /b/ and a bit like /p/. Rather, they report hearing either /b/ or /p/.
To demonstrate categorical perception of speech stimuli, you really need two different measures. This lab provides one of those measures: it examines your ability to tell whether two sounds are the same or different. The second (which is provided in the Categorical Perception: Identification experiment) lets you find the point at which your percept changes from /ba/ to /pa/ through an identification task.
The stimuli used in this lab are artificial: they were generated by a speech synthesizer. The reason is to ensure that the only difference between the stimuli is the VOT.
Instructions
If you have logged in, you’ll see a rectangle below. Make sure that you can see the full area before you begin the lab.
On each trial, you will hear two sounds. Your task is to report whether they are the same or different.
Occasionally, the sounds that are played may be distorted. If you did not hear the sound clearly, you can re-play the sounds.
There are a total of 70 trials.
At the end of the experiment, you will be asked if you want to save your data to a set of global data. After you answer the question, a new Web page window will appear that includes a debriefing, your data, your group’s data, and the global data.
Tablet Specific Details
If you are using a tablet, tap the Start Next Trial button to begin. Tap either the Same or Different button to indicate whether the two sounds were the same or different. Tap Replay to hear the sounds again.
Computer Specific Details
If you are using a computer, click the Start Next Trial button to begin. Click either the Same or Different button to indicate whether the two sounds were the same or different. Click Replay to hear the sounds again. More stuff about the topic, Categorical Perception: Identification
Estimated time to complete lab: 35 minutes
Background
People perceive most stimuli continuously. For example, when you look at a rainbow, you see a smooth transition from red to yellow (like the image below):
Continuous Perception
You usually do not perceive stimuli categorically. Categorical perception means that you see either pure red or pure yellow and nothing in between (like the image below):
Categrical Perception
This is called “categorical” perception because, instead of getting a percept that is ambiguous, you get a percept that perfectly matches an ideal example of a particular category. One thing that people seem to perceive categorically is speech (Harnard, 1987). What is interesting about this is that even when the physical stimuli change continuously (like the upper image), people perceive it categorically (like the lower image).
For example, both /b/ and /p/ are stop consonants: To produce these, you close your lips, then open them, release some air, and the vocal chords begin vibrating. Hold your hand in front of your mouth and say /ba/ and then /pa/. The difference between /ba/ and /pa/ is the time between the release of the air and the beginning of the vibration. This is referred to as voice onset time or VOT. For /b/, VOT is very short. Voicing begins at almost the same time as the air is released. For /p/, the voicing is delayed.
Researchers can construct a series of stimuli in which the VOT changes in small steps. When people are asked to identify these stimuli, they generally have no difficulty: The first few are identified as /b/ and the second few are identified as /p/. What is most interesting is how the middle items are identified. Unlike most other stimuli, people do not report hearing something that is a bit like /b/ and a bit like /p/. Rather, they report hearing either /b/ or /p/.
To demonstrate categorical perception of speech stimuli, you really need two different measures. This lab provides one of those measures: It lets you find the point at which your percept changes from /ba/ to /pa/ through an identification task. The second (which is provided in the Categorical Perception: Discrimination experiment) examines your ability to tell whether two tokens are the same or different.
The stimuli used in this lab are artificial: they were generated by a speech synthesizer. The reason is to ensure that the only difference between the stimuli is the VOT.
Instructions
If you have logged in, you’ll see a rectangle below. Make sure that you can see the full area before you begin the lab.
On each trial, you will hear one sound. Your task is to report what it most sounds like, either /BA/ or /PA/.
Occasionally, the sound that is played may be distorted. If you did not hear the sound clearly, you can re-play the sound.
There are 10 trials for each stimulus, for a total of 90 trials.
At the end of the experiment, you will be asked if you want to save your data to a set of global data. After you answer the question, a new Web page window will appear that includes a debriefing, your data, your group’s data, and the global data.
Tablet Specific Details
If you are using a tablet, tap the Start Next Trial button to begin. Tap either the ba or pa button to indicate what the stimulus most sounds like. Tap Replay to hear the sound again.
Computer Specific Details
If you are using a computer, click the Start Next Trial button to begin. Click either the ba or pa button to indicate what the stimulus most sounds like. Click Replay to hear the sound again.

This is a master’s thesis.
I would like help in enriching the discussion and commenting on the results.
I already filed once and got cut, this is the second and last chance.
I am attaching the paper as originally submitted with some minor changes (I will proceed with others in the remaining parts of the paper) and the comments from the tutor’s evaluation.

Just write the abstract and introduction for a research paper. My hypothesis is that high school students in the US who view TikTok feeds that provide SAT prep (vs. controls) will perceive they will score higher before they take the mock SAT exam and earn higher scores on a mock SAT exam. I will provide the outline i did, as well as the rubric. The abstract has to be 250 words MAX and the intro has to be 2-3 pages. I need 7 references and they have to be peer reviewed. I did have a few references in my outline for you to use.

Reflect back on what you have learned from the class and any personality assessments you have been assigned. Pick at least 2 concepts we have discussed (e.g. expectancy effects, self-monitoring, etc.) that you have learned about recently and write an analysis of your personality using those concepts. Be sure to include a discussion of your traits from the Big Five or HEXACO at both the factor level and the facet level as one of your concepts. Do the facets give you much information that you didn’t already get from the factors?
IMPORTANT: Here is the link to the lectures that contain the concepts you need to discuss (self-monitoring, expectancy effects, as well as the Big Five)

https://www.youtube.com/watch?v=T7uHKV92cb8&list=PLXLNM1i03-k_NJWodzAk-yiY3k2xh48CS&index=1
https://www.youtube.com/watch?v=7tFfR84M0IY&list=PLXLNM1i03-k_ue-bRnObPRBz5IQ8386AW&index=2
IMPORTANT: I have also attached the results of my personality assessment as well as an explanation of my personality.

I need references to be found as well. I linked the PDF of the instructions. I also linked the PDF of the outline that I started for this paper. 

To experience two different observations and learn more about observational research, watch the entire video for this topic in the Topic Resources. As you are observing the second observation in the video (inside an intensive care unit of a hospital; begins at the 14:10 mark in the video), take shorthand notes of the environment, the communications, and the relevant behaviors and interactions of the participants to assist with the development of the field notes. After watching the video and taking the shorthand notes, expand on the notes to fully capture what you observed. Share the notes you took. Reflecting on this experience, what concerns may arise as to the credibility of your observations? Explain.
**Please locate 2-3 scholarly articles to use as a point of reference with your response.  Responses should be 250 words max!

Chapters 9 and 10 in the textbook;
Eriksonian Developmental StagesLinks to an external site.
Vygotsky’s Sociocultural TheoryLinks to an external site.
Also watch the video Multifinality, Equifinality, and Hockey FightingLinks to an external site..
Your original post must be at least 400 words and cite the required sources.
Review the PSY605: Mila Singer Life Story Download PSY605: Mila Singer Life Storydocument. Choose one aspect of Mila’s life to alter. This element can be an event, personal characteristic, environmental factor, or an aspect of the timeline. In your initial post:
Identify the original life story element you intend to change and explain how you intend to change it.
Use Erikson’s psychosocial stages of development to explain Mila’s stage of development at the time this change takes place and address how the change might affect Mila’s psychological development into adulthood.
After identifying the initial change and describing it:
Create a list of three additional outcomes in Mila’s development across the life span that will likely be affected by this change.
For each, identify the current outcome in Mila’s life story and propose a rationale for changing this outcome.
Apply either Bronfenbrenner’s ecological systems theory or Vygotsky’s sociocultural theory to Mila’s life to hypothesize how and why these outcomes would likely adjust from the changes you have made.
Briefly summarize your personal reaction(s) to making the initial change and how it altered the subsequent outcomes. Explain how differences in life events create differences in human development.
Guided Response: Review several of your colleagues’ posts and respond to at least two of your peers who altered different life events than you by 11:59 p.m. on Day 7 of the week. You are encouraged to post your required replies earlier in the week to promote more meaningful and interactive discourse in this discussion:
Identify outcomes that were similar to and different from those in your initial post.
Apply the principles of equifinality and multifinality to compare the initial changes and outcomes in Mila’s life story between you and your classmates.

Supplemental Resources: Maximizing Clinical Supervision
Articles
Borders, L. D., Glosoff, H. L., Welfare, L. E., Hays, D. G., Dekruyf, L., Fernando, D. M., & Page, B. (2014). Best practices in clinical supervision: Evolution of a counseling specialty. The Clinical Supervisor, 33, 26-44. https://www.researchgate.net/publication/271822175_Best_Practices_in_Clinical_Supervision_Evolution_of_a_Counseling_Specialty
Heuer, J., & Holbrook, T. (n.d.). Multiple relationships in counseling supervision. https://www.counseling.org/docs/default-source/vistas/article_59735a22f16116603abcacff0000bee5e7.pdf?sfvrsn=ed4c422c_4
Falender, C. A., Shafranske, E. P., & Ofek, A. (2014). Competent clinical supervision: Emerging effective practices. Counselling Psychology Quarterly, 27(4), 393-408. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=pbh&AN=99111583&site=eds-live&custid=s7439054
Farmer, S. S. (1987). Conflict management and clinical supervision. The Clinical Supervisor, 5(3), 5–28. https://doi.org/10.1300/J001v05n03_02
Videos
Beck institute for cognitive behaviour therapy.(n.d.) The Importance of Supervision [Video].YouTube.  https://youtu.be/fUNuyhhY2Jk
Clinical psychology community UK. (n.d.). 5 Top Tips: Using Clinical Supervision [Video]. YouTube. https://youtu.be/t_n5J5jjDF8?si=8vEQNuLkfWeRjdQ-
Note: I have attached the sample paper to this order. It will help you to understand better that what you have to write and what is this assignment about. Plesae go throgh the attched document (PSYC7113_Reflective_Journal_One_Filicedocx.pdf). 
Llearning Objectives
Integrate theory, research literature, and practice in case conceptualization, planning, and counselling interventions.
Choose an appropriate course of action and apply sound ethical decision-making strategies to resolve ethical dilemmas.
Reconstruct the counselling process for one or more counselling clients, using case notes and audio/video tapes.
Engage in ongoing development of culturally and ethically sensitive competencies in clinical practices.
Demonstrate professional relations with colleagues, faculty instructors and site supervisors.
Please use this assignment submission page to upload the Template in MS Word containing your Reflective Journal work during PSYC7113/7203 terms.
Reflective journaling at this stage in your career development is a very important part of becoming a competent counsellor. Set up a reflection journal file on your computer to store your journal reflections. Reflection journals are scheduled to be submitted 4 times over the two-trimester practicum course, with 2 reflective journals submitted during PSYC7113 and 2 reflective journals submitted during PSYC7203. 
Students will be expected to submit 3-4 page reflective journals, not counting title page and references list, each time highlighting their practicum learning experiences from their practicum site, during the seminars (specifically, seminar learning outcomes), and during faculty instruction. 
Students will be expected to produce deeply reflective, highly professional, and relevant journal reflections. It is important to know the line between deep reflection of personal growth and revealing too much information about your personal life. Be cautious about what you share as it pertains to your personal life and attempt to focus the reflection on who you are as a therapist. The person of the therapist is a very important developmental process for beginning therapist. It is a time for students to go deep and get to know themselves and how “the self” impacts and is impacted by the counselling experience. If you are not sure how to write a reflective journal, research it. There is a great deal of good information on the internet that will help guide you.
Reference Support: For each Reflective Journal assignment, provide reference source support for your journal reflections from combined learnings from the Consultation Seminars, Supervision, Skills Learning Lab, scholarly readings, your personal reflections, and client sessions (remembering to leave out any client identifiers). For each resource reviewed, include in-text citations in the body of your writings and include a References list at the end of the Journal. Use APA current formatting.
MACP Skills Learning Lab
For each of your reflective journals please use the resources listed in the MACP Skills Learning Lab. The Skills Learning Lab may be accessed in the course Syllabus in the required materials area. Some videos to be certain to view and integrate in this term’s Reflective Journals include, but are not limited to:
Module 1: Therapeutic Relationship
Therapeutic Relationship
Module 2: Safe and Effective Use of Self
“Developing Self-Awareness”
“Advanced Reflection and Awareness” (Practicum level) 
The Reflective Journal has a three-fold purpose:
Your reflective journals help in the development of the person of the therapist in terms of recognizing and realizing who you are amidst this work, where you can get triggered, and where you may have personal biases that could interfere with your work with a client.
Your reflective journals give you a chance to interact with course material including the seminars, self-directed reading and researching, self-assessments and any assignments that have occurred. It provides you with the opportunity to synthesize your internal development with supervision and evidence-based practice.
Lastly, the reflective journals give you a place to process through areas of struggle, identify triggers, and ask questions about how to deal with specific populations
Use this template to complete and submit each Reflective Journal during this term: PSYC7113 Reflective Journals Template
Confidentiality: it is important to note that as with all your assignments at Yorkville University, journals are considered private documents however, should something be noted in your journal that creates concern that either you or a client could be in harm’s way we have an obligation to ensure safety. If it is necessary to disclose information found in a student’s journal, the student would be informed (the exception being where the disclosure could cause further harm to the student or another person). In every case, the utmost discretion will be used in revealing as little as possible while still ensuring safety. You should also be aware that journals and assignments can be read by faculty instructors, practicum coordinators, and any other university official who requires access to university business, including the Dean, should you appeal your grade.
Evaluation
The following rubric indicates those areas you should be focusing on in preparing for your reflective journals and how the instructor will weigh these components relative to one another.
Criteria
Unsatisfactory-Beginning
*YOU WILL BE REQUIRED TO RESUBMIT YOUR JOURNAL REFLECTION IF YOU FALL WITIHIN THIS CATEGORY
Developing
Accomplished
Exemplary
Total
Content Reflection
0-19
20-28
29-32
33-40
/40
Reflection lacks critical thinking.
Superficial connections are made through explanations, inferences, and/or examples.
Reflection demonstrates limited critical thinking in applying, analyzing, and/or evaluating professional progress.
Minimal connections made through explanations, inferences, and/or examples.
Reflection often demonstrates critical thinking in applying, analyzing, and/or evaluating professional progress.   
Connections made through explanations, inferences, and/or examples.
Reflection always demonstrates a high degree of critical thinking in applying, analyzing, and evaluating professional progress. 
Insightful and relevant connections made through contextual explanations, inferences, and examples.
Professional  Growth
0-19
20-28
29-32
33-40
/40
Conveys inadequate evidence of reflection. 
Expresses few ideas, with limited support by relevant evidence or rationales. 
Professional growth and awareness are not evident.
Lacks inferences, examples, personal insights and challenges.
Future implications are overlooked.
Conveys limited evidence of reflection.
Expresses some ideas supported by relevant evidence or rationales.  
Demonstrates limited professional growth and awareness through few or simplistic inferences. 
Undeveloped examples, insights, and/or challenges. 
Minimal demonstration  of future implications of current experience(s).
Often conveys evidence of reflection. 
Expresses ideas, supported by relevant evidence or rationales.
Demonstrates satisfactory professional growth and awareness through inferences, examples, insights, and challenges.  
Frequent demonstration of future implications of current experience(s).
Conveys strong evidence of reflection.
Expresses many ideas, supported effectively by relevant evidence or rationales.
Demonstrates significant professional growth and awareness of deeper meaning through inferences made, examples, well developed insights, and substantial depth in perceptions and challenges.
Synthesizes current experience into future implications.
Writing Quality
0-10
11-15
16-17
18-20
/20
Writing is not at the graduate level.  Writing is unclear and disorganized. 
Thoughts ramble and make little sense. 
Numerous spelling, grammar and spelling errors.  
Frequent use of colloquial language.
Average and/or casual writing style that is sometimes unclear and/or disorganized.
Thoughts are not expressed in a logical manner. 
There are more than three errors in grammar, punctuation, usage, and spelling. 
Limited use of colloquial language.
Above average writing style.  Writing is mostly clear, concise, and well organized with good sentence/paragraph construction.
Thoughts are often expressed in a coherent and logical manner.
Organized presentation of information with no more than three errors in grammar, punctuation, usage, and spelling. 
1 inclusion of colloquial language.
Written at the graduate level. 
Writing is clear, concise, and well organized with excellent sentence/paragraph construction.
Thoughts are always expressed in a coherent and logical manner.
No errors in grammar, punctuation, usage, or spelling.
No colloquial language used.
Timeliness
Journals must be submitted no more than 1-2 days prior to the deadline 
Journal receives a grade of 0.
Deduct 15-25  points, respectively (3 points deducted per late day submitted)
Deduct 3-6  points respectively (3 points deducted per late day submitted)
Deduct 0 points.
Journal reflection is submitted more than 5 days after the deadline.
Journal reflection is submitted 3-5  days before or after the deadline.
Journal reflection is submitted 1-2 days after the deadline.
Journal reflection is submitted on or 1-2 days before the deadline.
/100
Instructor Comments about Student’s Learning Experience and Skills Development:

This criterion is linked to a Learning OutcomeTitle Page
This criterion is linked to a Learning OutcomeEditing and Continuation of Literature Review
This criterion is linked to a Learning OutcomeLevel 1 Headings are correct and in position
This criterion is linked to a Learning OutcomeLevel 2 Headings are correct and in position
This criterion is linked to a Learning OutcomeMethods Section
This criterion is linked to a Learning OutcomeResults Section
This criterion is linked to a Learning OutcomeDiscussion Conclusion
This criterion is linked to a Learning OutcomeCorrect APA References
This criterion is linked to a Learning OutcomePSYCH006 CSLO 1: Students will compose written assignments using APA style.
PSYCH006 CSLO 1: Students will compose written assignments using APA style.
threshold: 4.0 pts
This criterion is linked to a Learning OutcomePSYCH006 CSLO 2: Students will create and identify null and alternative hypotheses in research.
PSYCH006 CSLO 2: Students will create and identify null and alternative hypotheses in research.
threshold: 4.0 pts
This criterion is linked to a Learning OutcomePSYCH006 CSLO 3: Students will be able to compare and contrast the various research designs in psychology and describe their relative strengths and weaknesses.
PSYCH006 CSLO 3: Students will be able to compare and contrast the various research designs in psychology and describe their relative strengths and weaknesses.
threshold: 4.0 pts
This criterion is linked to a Learning OutcomePSYCH006 CSLO 4: Students will be able to justify ideas and concepts by selecting and citing appropriate psychological peer reviewed sources.
PSYCH006 CSLO 4: Students will be able to justify ideas and concepts by selecting and citing appropriate psychological peer reviewed sources.
threshold: 4.0 pts

Write a 1–2 page proposal for a future white paper to be written for an educational, nonprofit, or governmental organization.
Instructions, resources and scoring attached.