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
PSY-452 Experimental Psychology Research Report assignment
In PSY-452: Experimental Psychology in Topic 8 you completed the Research Report assignment. In this course you will revise components from the PSY-452 assignment and use those revised components to create a research proposal at the end of this course. You should treat this assignment as a potential portfolio piece or writing sample for future grad school applications or job interview.
In 1,250-1,500 words, revise the literature review from the PSY-452 Research Report. Using the peer-reviewed journal articles included on your Title and Reference Page assignment submitted in Topic 2, add additional information to the literature review section. Keep in mind the purpose of this literature review is to provide background information and research that is related to the topic being proposed to study. Within the sections being added/revised, make sure to include the following:
- Using information from the Identifying Themes in Literature assignment in Topic 2, create headings and subheadings to organize the research in the literature review section. Avoid using direct quotes. Remember you are not writing article summaries.
- Expand the list of resources included in the Topic 2 Title Page and Reference assignment by incorporating updated articles to the literature review section. Cite a minimum of 13-15 peer-reviewed journal articles.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
IDENTIFYING THEMES IN LITERATURE ASSIGMENT:
Berenbaum, S. A., & Beltz, A. M. (2016). How early hormones shape gender development. Current opinion in behavioral sciences, 7, 53-60.
Calzo, J. P., & Blashill, A. J. (2018). Child sexual orientation and gender identity in the Adolescent Brain Cognitive Development Cohort Study. JAMA pediatrics, 172(11), 1090-1092.
Eskenazi, B., Rauch, S. A., Tenerelli, R., Huen, K., Holland, N. T., Lustig, R. H., … & Harley, K. G. (2017). In utero and childhood DDT, DDE, PBDE and PCBs exposure and sex hormones in adolescent boys: The CHAMACOS study. International journal of hygiene and environmental health, 220(2), 364-372.
Jarin, J., Pine-Twaddell, E., Trotman, G., Stevens, J., Conard, L. A., Tefera, E., & Gomez-Lobo, V. (2017). Cross-sex hormones and metabolic parameters in adolescents with gender dysphoria. Pediatrics, 139(5).
Kaltiala-Heino, R., & Lindberg, N. (2019). Gender identities in adolescent population: methodological issues and prevalence across age groups. European Psychiatry, 55, 61- 66.
Porta, C. M., Gower, A. L., Brown, C., Wood, B., & Eisenberg, M. E. (2020). Perceptions of sexual orientation and gender identity minority adolescents about labels. Western journal of nursing research, 42(2), 81-89.
Martinez, C., Rikhi, R., Haque, T., Fazal, A., Kolber, M., Hurwitz, B. E., … & Brown, T. T. (2020). Gender identity, hormone therapy, and cardiovascular disease risk. Current problems in cardiology, 45(5), 100396.
Murphy, T. F. (2019). Adolescents and body modification for gender identity expression. Medical Law Review, 27(4), 623-639.
Ristori, J., Cocchetti, C., Romani, A., Mazzoli, F., Vignozzi, L., Maggi, M., & Fisher, A. D. (2020). Brain sex differences related to gender identity development: Genes or hormones?. International Journal of Molecular Sciences, 21(6), 2123.
Turban, J. L., King, D., Kobe, J., Reisner, S. L., & Keuroghlian, A. S. (2022). Access to gender- affirming hormones during adolescence and mental health outcomes among transgender adults. Plos one, 17(1), e0261039.
Vigil, P., Del Rio, J. P., Carrera, B., Aranguiz, F. C., Rioseco, H., & Cortés, M. E. (2016). Influence of sex steroid hormones on the adolescent brain and behavior: An update. The Linacre Quarterly, 83(3), 308-329.
Zhou, Y., Hu, L. W., Qian, Z. M., Chang, J. J., King, C., Paul, G., … & Dong, G. H. (2016). Association of perfluoroalkyl substances exposure with reproductive hormone levels in adolescents: by sex status. Environment international, 94, 189-195.
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. |
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