Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages To Order 5-10 Pages Description/Paper Instructions
Question One: Consider the Research by Zhu, Ziang, Fan, and
Han in the text on Cross-Cultural Differences in Brain Activation When Considering the Self.
What does it mean to have a self-concept that is so fused with representations of others?
What does it mean to have a self-concept that is NOT fused with representations of others?
What might the behavioral implications be?
Question Two: Some psychologists have suggested that while individuals tend to usetraits to describe themselves and others, this merely tells us something about the
cognitive functioning of individuals and about their interpersonal perceptions—
it does not tell us that traits represent the best tools for the scientific analysis of personality.
How important is the fact that the layperson finds the trait a useful construct? If we accept
the importance of the layperson’s use of this construct for theory development,
does this also commit us to accepting the specific trait names and categorizations used by
the layperson (e.g., honest, aggressive, sympathetic)?
Question Three: Big five terms are great for describing differences between people. Butare they also good for explaining people’s behavior? Is it reasonable to say that “Liz smiled
and greeted people happily because she is an extravert”? Or is that similar to saying “It is
sunny and warm in San Diego this week because San Diego has nice weather”?
In other words, is this sort of “explanation” one that just takes you around in circles?
Question Four: The text discusses research on brain systems involved in higher-level
psychological functions, such as self-concept. How much do we learn about such
psychological functions by studying the brain? In other words, since we know that some
systems in the brain have to be involved in any psychological function, does an analysis
of underlying neuroanatomy answer the most pressing questions about personality? Or does
it leave unanswered critical questions about the ways in which these psychological capacities develop and function in the social world? In short: Can there be a neuroscience of personality?
Question Five: Skinner suggests that since environmental control is ever-present,
we should learn to make maximum use of these environmental influences. He also suggests
that concern with internal variables, such as emotion and motivation, as explanations of
behavior has led psychologists astray. Do you think this approach would lead to a more
scientific psychology? Or might it instead create a psychology that fails to develop a science
of important aspects of human experience?
Question Six: In considering Kelly’s constructive alternativism, does it seem odd to readabout a theorist who holds little stock in idea that there is an objective reality or absolute
truth to discover? Can we conduct a science of persons if there is no objective reality or
truth to discover? How might Kelly’s constructive alternativism foster an even more fruitful
scientific investigation of persons than other theories?
Question Seven: B. F. Skinner questioned people’s capacity for free will and self-control.In what ways does social cognitive theory, and its associated programs of research,
provide a counter-argument to Skinner’s position? How does a focus on expectancies
differentiate social-cognitive theory from behaviorism? How does this shift enable
social-cognitive theorists to explain why two people react differently to the same
environment?
Question Eight: People seem to differ in their “moods.” Some people are commonly“upbeat” and “lively.” Others seem lower in energy. Some people seem commonly to
be depressed. How does social cognitive theory explain these individual differences?
Or does it? Might this be a limitation to the social-cognitive approach? What are your
thoughts about problem-focused and emotion-focused coping?
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. The can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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