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
Subject: Psychology
Topic: DE100 – TMA 01
Paper details:
Part 1: Describe two psychological terms Using your own words, describe what is meant by the terms ‘crystallised intelligence’ and ‘psychometrics’, and provide an example of the use of each term in psychology, drawing on the material presented in Investigating Intelligence. 60 per cent of the mark for this assignment Word limit: 100 words for each description (200 words in total) Part 2: Make sense of data in a table Answer questions, identify patterns and interpret some of the information about data presented in a table. 40 per cent of the mark for this assignment Word limit: 100 words + three multiple-choice questions Part 3: Reflective component Reflect on participation in the collaborative activities forums.Not graded but 5 marks deducted if not completed Word limit: 100 words What to submit for TMA 01: Part 1 A description of two psychological terms and an example of the use of each in psychology (60 per cent of the mark for this TMA). Part 2 Answers to a set of tasks involving making sense of data in a table (40 per cent of the mark for this TMA). Part 3 A short reflection (not graded but 5 marks deducted if not completed). Learning outcomes Each TMA is designed to help you to develop particular skills and knowledge. These are referred to as learning outcomes. As you progress through DE100 and complete the assignments, you will be working towards the following learning outcomes.
Knowledge and understanding Define key concepts and describe key theories, studies, methods and debates within psychology. Show awareness of the ways in which psychological knowledge is embedded in the historical, social and cultural context and the way in which it develops through a process of questions, arguments, evidence and evaluation. Cognitive skills Select and interpret key information from a range of sources, and represent it accurately and appropriately. Interpret accurately different forms of data, including descriptive statistics, and recognize the relevance of inferential statistics.
Key skills Write using a clear and logical sequence of sentences and paragraphs appropriate for the level of study, subject, purpose and audience. Interpret information from basic tables, graphs, charts and diagrams (ICT and numerical skills). Demonstrate basic skills in the use of ICT, including accessing and searching web pages and using ICT tools appropriate to support distance learning (accessing email, learning from online-based study materials and using the eTMA system). Practical and/or professional skills Plan study sessions to manage a sequence of work that meets a deadline and complies with relevant academic conventions. Reflect on and evaluate own learning, both individually and through discussion with peers, and engage in development planning. Student notes for Part 1 For Part 1 of TMA 01 you are asked to describe two psychological terms and provide an example of the use of each in psychology using no more than 100 words per description. The psychological terms you need to describe are ‘crystallized intelligence’ and ‘psychometrics’.
Your task is to use your own words to describe each term and provide an example of its use in psychology.Term 1: crystallized intelligence Process & content words: The process word is ‘describe’. Therefore, you are expected to give a detailed account of the psychological term ‘crystallized intelligence’ and provide an example of its use in psychology. Term 2: psychometrics Process & content words: The process word is ‘describe’. Therefore, you are expected to give a detailed account of the psychological term ‘psychometrics’ and provide an example of its use in psychology. Tips for writing your description of psychological terms Note: On this page you will find tips for this writing task, but before you start to write you should make sure that you have completed the online activities for Part 1 (see previous pages).
Even if you have completed these in the relevant weeks, you may want to revisit them as part of your preparation for the TMA. Having worked through the online activities and having identified the process and content words in the TMA question, the next step is to select the material that you will use. This means making sure you understand how these psychological terms have been described in the module materials and making notes to describe them in your own words. Make sure you write in your own words to demonstrate your understanding of the material. Also, make sure that you have identified an example of the term’s use in psychology. Once you have decided what points you want to include, you need to think about how to present that information.
Online Activity 2.3: Summarizing information in your own words and Online Activity 3.1: Preparing for TMA 01 provide a list of considerations to keep in mind when you are describing terms in your own words: keep some of the same language as the original, such as the key term itself, but the explanation should be in your own words try to change as much of the vocabulary as you can change the sentence structure, not just one or two words select relevant material rather than everything included in the original. Please remember to state the word count at the end of your answer. Please note: References are not needed for this assignment.
When marking Part 1 of TMA 01 your tutor will be looking for: evidence of understanding of the relevant material clear and concise writing good paraphrasing skills and evidence of writing in your own words keeping within the word limit of 200 words (100 words per description). Student notes for Part 2 Part 2 of TMA 01 requires you to make sense of data in a table. Before you begin you should make sure that you have completed Online Activity 3.1: Preparing for TMA 01. The activity includes examples of the type of table and questions you will be addressing in Part 2 of this TMA. By completing this activity, you will get some practice with answering questions about data in a table, identifying patterns and interpreting some of the information presented in the table.
Even if you have completed this activity previously, you may want to revisit it as part of your preparation for the TMA. Below you will see a description of a fictitious study, and a table of data. You will then be required to answer questions about the data in the table, and interpret some of the information presented in this table. A group of researchers wanted to find out whether listening to music during study would impact upon students’ memory. The researchers were also interested in discovering whether different types of music would have different effects on memory and whether the effects would be sustained over time even after the activity ended.
A total of 180 students aged 16–17 took part in the research and were randomly assigned to one of three groups. Group 1 studied with an auditory background of silence. Group 2 studied with an auditory background of classical music. Group 3 studied with an auditory background of heavy metal music. Each group participated in one 45-minute study session every school day for one month. The experimental study sessions were all carried out at the same time of day. The researchers measured each student’s memory four times using a standard recognition test: one week before the study sessions began, after one week of the activity, after one month of the activity and six months after the experimental study sessions ended.
Activity Average recognition score: one week before activities began Average recognition score: one week after activities began Average recognition score: after one month Average recognition score: six months after the activity ceased Silence 90 92 94 90 Classical music 91 95 108 101 Heavy metal music 91 98 99 91 We recommend that you first spend some time reading the description of the study, so that you understand what the researchers were trying to find out. Next, look at the table and begin by examining the labels for each of the columns and rows until you feel that you understand how the table is organized. Can you see what the table is about? What do the columns and rows represent? To what do the numbers in columns two, three and four refer?
Once you understand the table, look for patterns across the data. For example, how similar or different are the average recognition scores for the different groups? Do the scores appear to change according to the different auditory background for each group? What happens to the recognition scores over time? As you are exploring the table, make notes of relevant points and observations. When you have collated your observations, complete the following tasks. Answer Questions 1 and 2 by stating which of the proposed answers correctly describes the information presented in the table. Answer Question 3 by identifying which of the two conclusions presented is a better fit for the data in the table. Then summarize the main reason why you think the data supports that conclusion.
Your summary should be no longer than 100 words.Question 1: From looking at the table, can you tell how many times each student’s working memory was measured? Four: before activities began, after one week of activities, after one month of activities and six months after activities ceased. Three: Silence, classical music and heavy metal music. Question 2: The table shows that: On average, all groups showed a similar increase in scores between the first test and the test after one week. On average, and compared to the other activities, the heavy metal auditory background had the biggest impact on scores after one month. On average, the classical and heavy metal groups displayed a larger positive impact on scores after one month in comparison to the silence group.
Question 3: Which of the following conclusions do you think is a better fit for the data in the table? The table shows that all three groups’ average scores after one week of the activity were, either the same as, or higher than, their average scores six months after the experimental study sessions ended. The table shows that, for each of the groups, average scores increased after one month of the activity. However, six months after the activity had ceased, a positive impact on average scores was observed only in the classical music group. In the document that you submit for this TMA, for Questions 1 and 2 it is sufficient to simply indicate which answer you think is correct by copying and pasting the relevant (correct) statement into your assignment document.For Question 3 you need to do the same, but then also provide a brief rationale (100 words) for your choice. Please remember to state the word count at the end of your answer for Question 3. When marking Part 2 of TMA 01 your tutor will be looking for: evidence of understanding of the data presented in the table the ability to identify patterns in the data the ability to interpret some of the information presented in the data within the word limit of 100 words. Student notes for Part 3 The final part of TMA 01 consists of a brief reflective exercise. In Online Activity 2.4: Reflective and independent learning you learned about the benefits of reflective learning. As the activity explained, reflection refers to the ability to think about your learning experience, identify problems and challenges and ways of overcoming them, as well as to recognize what works for you.
Part 3 of this TMA focuses on this process of reflection. Your task here is to reflect on your use of, and participation in, the collaborative activities forums. You should complete this activity even if you have not yet posted a message to any of the forums. Write a few sentences (no more than 100 words) on the following: What has been your experience of using the collaborative forums? Do you enjoy having an opportunity to swap ideas with other students? If you have not posted to the forums, why is that? Do you have any concerns about posting to any of the forums? How do you think you could make the most of the collaborative forums?
What would encourage you to post more often?
To answer these questions, you will need to reflect on your use of the collaborative forums over the past few weeks, or if you have not yet used any of them, consider why that is. The collaborative forums have the potential to be a valuable resource for you and the other students in your group, so think carefully about how you can make the most of them. If you have any concerns about using the forums, let your tutor know. State the word count at the end of your answer. Please remember that you will lose 5 marks from your TMA score if you do not submit this part of the TMA.
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. They 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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