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Tag: Psychology

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    Article – ## Week4Psy525.docx **## Week4Psy525.docx** **Choose one of the assessments_ Need 12:00 PM Monday September 8th** Chapter 9– Millon Clinical Multiaxial Inventory –III Chapter 10 – Personality Assessment Inventory Chapter 11 – NEO Personality Inventory Test Critique Papers: These will be l…

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    Article

    – ## Week4Psy525.docx

    **## Week4Psy525.docx**

    **Choose one of the assessments_ Need 12:00 PM Monday September 8th**

    Chapter 9– Millon Clinical Multiaxial Inventory –III

    Chapter 10 – Personality Assessment Inventory

    Chapter 11 – NEO Personality Inventory

    Test Critique Papers: These will be listed under Paper Assignments Tab

    **1-2 pages in length. You can choose one test that was studied that week and critique it. These will be due weeks 3-7. You need to discuss the description and purpose of the instrument, the population it was designed to assess, the results that it will provide, and interpretations that can be made from those. The papers MUST follow APA format. (Points will be deducted for failure to adhere to APA guidelines.) You are certainly able to use outside research sources in addition to your textbook. Your paper will go through Turnitin.com as you submit it under the tab in Blackboard**.
    **AI generated work will not be accepted. Do not use Grammarly as it will often flag your work as AI. The same is true for the newest version of Word. Let these papers be your own work completely**

    **## Week4Psy525.docx**

    **Choose one of the assessments_ Need 12:00 PM Monday September 8th**

    Chapter 9– Millon Clinical Multiaxial Inventory –III

    Chapter 10 – Personality Assessment Inventory

    Chapter 11 – NEO Personality Inventory

    Test Critique Papers: These will be listed under Paper Assignments Tab

    **1-2 pages in length. You can choose one test that was studied that week and critique it. These will be due weeks 3-7. You need to discuss the description and purpose of the instrument, the population it was designed to assess, the results that it will provide, and interpretations that can be made from those. The papers MUST follow APA format. (Points will be deducted for failure to adhere to APA guidelines.) You are certainly able to use outside research sources in addition to your textbook. Your paper will go through Turnitin.com as you submit it under the tab in Blackboard**.
    **AI generated work will not be accepted. Do not use Grammarly as it will often flag your work as AI. The same is true for the newest version of Word. Let these papers be your own work completely**

  • [Solved] Discussion

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    Please ready careful, No AI – ## Topic_Week3_Discussion6.pdf **## Topic_Week3_Discussion6.pdf** You must post before seeing replies. Edit history will be available to instructors. Due Sep 10 65 points 1 Reply (1) View Split Screen All Search entries or author… Newest First  Back to Week at a …

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    Please ready careful, No AI

    – ## Topic_Week3_Discussion6.pdf

    **## Topic_Week3_Discussion6.pdf**

    You must post before seeing replies. Edit history will be available to instructors.

    Due Sep 10 65 points

    1 Reply (1)

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     Back to Week at a Glance
    (https://waldenu.instructure.com/courses/182224/modules/items/758508

    MEASUREMENT OF CONCEPTUAL
    VARIABLES

    Last week, you learned about the importance of operationally defining variables to support the
    construct validity and internal validity of a study. Operational definitions are also important as
    you consider how to measure variables. For example, you will need to operationally define
    conceptual variables of interest (e.g., self-esteem, satisfaction, anxiety) before you can measure
    the concepts. When the measure accurately assesses the conceptual variable, it is said to have

    (https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-
    LgRendition/GettyLicense_155136356.jpg)

    [https://waldenu.instructure.com/courses/182224/modules/items/7585083](https://waldenu.instructure.com/courses/182224/modules/items/7585083)

    [https://waldenu.instructure.com/courses/182224/modules/items/7585083](https://waldenu.instructure.com/courses/182224/modules/items/7585083)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg)

    face validity. Operationalizing variables is also important to the measurement concept of
    reliability, which is the consistency or stability of a measure (e.g., test and retest to achieve similar
    results).

    In this Discussion, you will gain experience writing items to create a rating scale for a conceptual
    variable of your choice, which you will administer to friends/family. Based on the responses you
    obtain, you will consider the validity and reliability of your scale.

    RESOURCES
    Be sure to review the Learning Resources before completing this activity.

    Review previous chapters if you need to (e.g., Chapter 4 on
    variables and operational definitions)

    Cozby, P. C., & Bates, S. C. (2024). Methods in behavioral
    research (15th ed.). McGraw Hill.

    Chapter 5, “Measurement Concepts”

    Chapter 7, “Asking People About Themselves: Survey
    Research”

    Rosenberg, M. (1965). Rosenberg Self-Esteem Scale (RSES)
    (https://search.ebscohost.com/login.aspx?
    direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-
    live&scope=site&custid=s6527200) [Database record]. APA PsycTests.
    https://doi.org/10.1037/t01038-000

    ShortCutsTV (Producer). (2018). Reliability & validity
    (https://video.alexanderstreet.com/p/NOKgzD3MK) [Video].
    Alexander Street.
    https://video.alexanderstreet.com/watch/reliability-validity

    Walden University, LLC. (2024). Creating rating scales
    (https://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html)

    Readings 

    Media 

    Optional Resources 

    [https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200)

    [https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200)

    [https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200)

    [https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200)

    [https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200)

    [https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200)

    [https://video.alexanderstreet.com/p/NOKgzD3MK](https://video.alexanderstreet.com/p/NOKgzD3MK)

    [https://video.alexanderstreet.com/p/NOKgzD3MK](https://video.alexanderstreet.com/p/NOKgzD3MK)

    [https://video.alexanderstreet.com/p/NOKgzD3MK](https://video.alexanderstreet.com/p/NOKgzD3MK)

    [https://video.alexanderstreet.com/p/NOKgzD3MK](https://video.alexanderstreet.com/p/NOKgzD3MK)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html)

    To prepare:

    Read Chapter 5 and the indicated sections of Chapter 7 (focusing on the sections
    Constructing Questions to Ask, Responses to Questions, and Rating Scales).
    Recall what you learned in this week’s Learning Activity about creating rating scales with
    numeric values, and review the example scale in the Learning Resources. Note that your
    own rating scale may differ from the examples depending on the requirements for
    measuring the conceptual variable you select.
    Identify a conceptual variable that is of interest to you. A few examples are social
    identity, risk-taking behavior, job satisfaction, employee engagement, environmental
    awareness. Once you have decided on a conceptual variable, develop an operational
    definition for the variable.
    Create your own five- to 10-item rating scale with numerical values to assess the
    conceptual variable you defined.

    Before writing the items, consider the wording of statements and possible related
    issues (e.g., double-barred statements, loaded statements, “yea-saying” and “nay-
    saying,” etc.).
    Be sure to fully develop your rating scale to include instructions for your
    participants. Note: For the version of the scale you will provide in your post, include
    coding instructions for the administrator (e.g., reverse-score certain items).

    Administer the scale to at least three friends or family members. You may administer it in
    person or via email.
    Analyze the responses you obtained (i.e., what do responses reveal related to your
    conceptual variable?).
    Reflect on the possible strengths and limitations related to the measurement reliability
    and validity of your scale.
    Prepare to upload the scale you created as an attached document (in Word or RTF
    format) to your Discussion post.

    Post a response to the following.

    [Interactive media]. Walden University Canvas.
    https://waldenu.instructure.com

    American Psychological Association. (2023, June). Psychology
    topics (https://www.apa.org/topics) . https://www.apa.org/topics

    BY DAY 3

    [https://www.apa.org/topics](https://www.apa.org/topics)

    [https://www.apa.org/topics](https://www.apa.org/topics)

    [https://www.apa.org/topics](https://www.apa.org/topics)

    [https://www.apa.org/topics](https://www.apa.org/topics)

    Include the conceptual variable in the first line of your post (e.g., "Job Satisfaction").

    Then:

    Provide the operational definition you created for your conceptual variable.
    Explain your experience writing the scale (noting at least one challenge) and
    administering the scale.
    Provide your analysis of the responses you obtained as it relates to your conceptual
    variable. Do not include your participants’ actual responses.
    Assess the strengths and limitations of your scale’s reliability and validity, describing what
    you might do differently (if anything) in a revision.
    Attach the five- to 10-item scale with numerical values to measure a conceptual variable
    that you developed (either a Word or RTF file).

    Note: Your initial response should be supported with scholarly evidence from your research
    and/or the Learning Resources and properly cited in APA format. You may state your opinion
    and/or provide personal examples; however, you must also back up your assertions with
    evidence, including in-text citation(s) and reference(s) in APA style. It is recommended that
    you review the Grading Rubric with the criteria that will be used to evaluate your Discussion
    prior to your submission.

    Respond to at least one colleague’s original post in one or more of the ways listed below.

    Ask a probing question about their experience developing or administering the scale and
    provide the foundation, or a rationale, for the question.
    Offer an alternative way that the variables of interest in their proposed study could be
    operationally defined.
    Support or offer a different perspective to a colleague’s explanation of the strengths and
    limitations concerning the reliability and/or validity of their scale.

    Note: Your response to your colleague should be substantive and supported with scholarly
    evidence from your research and/or the Learning Resources and properly cited in APA
    format. Personal anecdotes are acceptable within meaningful responses but cannot stand
    alone as a response. Responses should enrich the initial post by supporting and/or adding a
    fresh viewpoint and be constructive, enhancing the learning for all students.

    Note: For this Discussion, you are required to complete your initial post before
    you will be able to view and respond to your colleagues' postings. Begin by
    clicking on the Reply button to complete your initial post. Remember, once you
    click on Post Reply, you cannot delete or edit your own posts and you cannot

    BY DAY 5

    post anonymously. Please check your post carefully before clicking on Post
    Reply!

    Reply

    **## Topic_Week3_Discussion6.pdf**

    You must post before seeing replies. Edit history will be available to instructors.

    Due Sep 10 65 points

    1 Reply (1)

    View Split Screen

    All

    Search entries or author…

    Newest First

     Back to Week at a Glance
    (https://waldenu.instructure.com/courses/182224/modules/items/758508

    MEASUREMENT OF CONCEPTUAL
    VARIABLES

    Last week, you learned about the importance of operationally defining variables to support the
    construct validity and internal validity of a study. Operational definitions are also important as
    you consider how to measure variables. For example, you will need to operationally define
    conceptual variables of interest (e.g., self-esteem, satisfaction, anxiety) before you can measure
    the concepts. When the measure accurately assesses the conceptual variable, it is said to have

    (https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-
    LgRendition/GettyLicense_155136356.jpg)

    [https://waldenu.instructure.com/courses/182224/modules/items/7585083](https://waldenu.instructure.com/courses/182224/modules/items/7585083)

    [https://waldenu.instructure.com/courses/182224/modules/items/7585083](https://waldenu.instructure.com/courses/182224/modules/items/7585083)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg)

    face validity. Operationalizing variables is also important to the measurement concept of
    reliability, which is the consistency or stability of a measure (e.g., test and retest to achieve similar
    results).

    In this Discussion, you will gain experience writing items to create a rating scale for a conceptual
    variable of your choice, which you will administer to friends/family. Based on the responses you
    obtain, you will consider the validity and reliability of your scale.

    RESOURCES
    Be sure to review the Learning Resources before completing this activity.

    Review previous chapters if you need to (e.g., Chapter 4 on
    variables and operational definitions)

    Cozby, P. C., & Bates, S. C. (2024). Methods in behavioral
    research (15th ed.). McGraw Hill.

    Chapter 5, “Measurement Concepts”

    Chapter 7, “Asking People About Themselves: Survey
    Research”

    Rosenberg, M. (1965). Rosenberg Self-Esteem Scale (RSES)
    (https://search.ebscohost.com/login.aspx?
    direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-
    live&scope=site&custid=s6527200) [Database record]. APA PsycTests.
    https://doi.org/10.1037/t01038-000

    ShortCutsTV (Producer). (2018). Reliability & validity
    (https://video.alexanderstreet.com/p/NOKgzD3MK) [Video].
    Alexander Street.
    https://video.alexanderstreet.com/watch/reliability-validity

    Walden University, LLC. (2024). Creating rating scales
    (https://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html)

    Readings 

    Media 

    Optional Resources 

    [https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200)

    [https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200)

    [https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200)

    [https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200)

    [https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200)

    [https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200)

    [https://video.alexanderstreet.com/p/NOKgzD3MK](https://video.alexanderstreet.com/p/NOKgzD3MK)

    [https://video.alexanderstreet.com/p/NOKgzD3MK](https://video.alexanderstreet.com/p/NOKgzD3MK)

    [https://video.alexanderstreet.com/p/NOKgzD3MK](https://video.alexanderstreet.com/p/NOKgzD3MK)

    [https://video.alexanderstreet.com/p/NOKgzD3MK](https://video.alexanderstreet.com/p/NOKgzD3MK)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html)

    To prepare:

    Read Chapter 5 and the indicated sections of Chapter 7 (focusing on the sections
    Constructing Questions to Ask, Responses to Questions, and Rating Scales).
    Recall what you learned in this week’s Learning Activity about creating rating scales with
    numeric values, and review the example scale in the Learning Resources. Note that your
    own rating scale may differ from the examples depending on the requirements for
    measuring the conceptual variable you select.
    Identify a conceptual variable that is of interest to you. A few examples are social
    identity, risk-taking behavior, job satisfaction, employee engagement, environmental
    awareness. Once you have decided on a conceptual variable, develop an operational
    definition for the variable.
    Create your own five- to 10-item rating scale with numerical values to assess the
    conceptual variable you defined.

    Before writing the items, consider the wording of statements and possible related
    issues (e.g., double-barred statements, loaded statements, “yea-saying” and “nay-
    saying,” etc.).
    Be sure to fully develop your rating scale to include instructions for your
    participants. Note: For the version of the scale you will provide in your post, include
    coding instructions for the administrator (e.g., reverse-score certain items).

    Administer the scale to at least three friends or family members. You may administer it in
    person or via email.
    Analyze the responses you obtained (i.e., what do responses reveal related to your
    conceptual variable?).
    Reflect on the possible strengths and limitations related to the measurement reliability
    and validity of your scale.
    Prepare to upload the scale you created as an attached document (in Word or RTF
    format) to your Discussion post.

    Post a response to the following.

    [Interactive media]. Walden University Canvas.
    https://waldenu.instructure.com

    American Psychological Association. (2023, June). Psychology
    topics (https://www.apa.org/topics) . https://www.apa.org/topics

    BY DAY 3

    [https://www.apa.org/topics](https://www.apa.org/topics)

    [https://www.apa.org/topics](https://www.apa.org/topics)

    [https://www.apa.org/topics](https://www.apa.org/topics)

    [https://www.apa.org/topics](https://www.apa.org/topics)

    Include the conceptual variable in the first line of your post (e.g., "Job Satisfaction").

    Then:

    Provide the operational definition you created for your conceptual variable.
    Explain your experience writing the scale (noting at least one challenge) and
    administering the scale.
    Provide your analysis of the responses you obtained as it relates to your conceptual
    variable. Do not include your participants’ actual responses.
    Assess the strengths and limitations of your scale’s reliability and validity, describing what
    you might do differently (if anything) in a revision.
    Attach the five- to 10-item scale with numerical values to measure a conceptual variable
    that you developed (either a Word or RTF file).

    Note: Your initial response should be supported with scholarly evidence from your research
    and/or the Learning Resources and properly cited in APA format. You may state your opinion
    and/or provide personal examples; however, you must also back up your assertions with
    evidence, including in-text citation(s) and reference(s) in APA style. It is recommended that
    you review the Grading Rubric with the criteria that will be used to evaluate your Discussion
    prior to your submission.

    Respond to at least one colleague’s original post in one or more of the ways listed below.

    Ask a probing question about their experience developing or administering the scale and
    provide the foundation, or a rationale, for the question.
    Offer an alternative way that the variables of interest in their proposed study could be
    operationally defined.
    Support or offer a different perspective to a colleague’s explanation of the strengths and
    limitations concerning the reliability and/or validity of their scale.

    Note: Your response to your colleague should be substantive and supported with scholarly
    evidence from your research and/or the Learning Resources and properly cited in APA
    format. Personal anecdotes are acceptable within meaningful responses but cannot stand
    alone as a response. Responses should enrich the initial post by supporting and/or adding a
    fresh viewpoint and be constructive, enhancing the learning for all students.

    Note: For this Discussion, you are required to complete your initial post before
    you will be able to view and respond to your colleagues' postings. Begin by
    clicking on the Reply button to complete your initial post. Remember, once you
    click on Post Reply, you cannot delete or edit your own posts and you cannot

    BY DAY 5

    post anonymously. Please check your post carefully before clicking on Post
    Reply!

    Reply

  • [Solved] MSW 531 MODULE 1

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    OLDER ADULTS – ## MSW531MODULE1.docx **## MSW531MODULE1.docx** **Grading Criteria—** : | | | | | — | — | — | | **Criteria** | **Points** | **Description** | | **Successful Aging** | | Describes <br>**Biological, Psychological, and Social Factors that lead to and maintain successful Aging.** | …

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    OLDER  ADULTS

    – ## MSW531MODULE1.docx

    **## MSW531MODULE1.docx**

    **Grading Criteria—**

    :

    | | | |
    | — | — | — |
    | **Criteria** | **Points** | **Description** |
    | **Successful Aging** | | Describes <br>**Biological, Psychological, and Social Factors that lead to and maintain successful Aging.** |
    | **Social Work Roles** | | Describes how Social Workers may support successful <br>**Aging** at <br>**Micro, Mezzo, and Macro** levels. |
    | **Persuasiveness** | | All claims are <br>**supported with Logic, Evidence, and/or References.** |
    | **Quality of Writing** | 20 | Writing is clear, logical, free of grammatical errors, and in <br>**APA format** with appropriate headings. |
    | **Total** | | A quality assignment will meet or exceed all of the above requirements. |

    **Rubric**

    **M1 Assignment: Successful Aging**

    | | | |
    | — | — | — |
    | M1 Assignment: Successful Aging |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning Outcome: <br>**Successful Aging** | **Describes-** biological, psychological, and social factors that lead to and maintain successful aging, and how they interact.<br> <br>**Describes-** biological, psychological, and social factors that lead to or maintain successful aging but does not meaningfully address how they interact.<br> <br>**Describes-** two of three factors (biological, psychological, and social) that lead to and maintain successful aging.<br> <br>**Describes** -one or none of three factors (biological, psychological, and social) that lead to and maintain successful aging. | 40 pts |
    | This criterion is linked to a Learning Outcome: <br>**Social Work Roles** | **Describes- how social workers may support successful aging in their clients at micro, mezzo, and macro levels, with at least one example for each level.**<br>**Describes- how social workers may support successful aging at micro, mezzo, and macro levels, with examples for most levels.**<br>**Describes- how social workers may support successful aging at two of three levels: micro, mezzo, and macro.**<br>**Describes- how social workers may support successful aging at one or no levels: micro, mezzo, and macro.** | 20 pts |
    | This criterion is linked to a Learning Outcome<br>**: Persuasiveness** | **All claims are supported with logic, evidence and/or references.**<br>**Most claims are supported with logic, evidence and/or references.**<br>**Some claims are supported with logic, evidence and/or references.**<br>**.** | 20 pts |
    | Quality of Writing | **Tone, clear, with no grammatical errors, and follows APA format.** | 20 pts |

    McInnis-Dittrich, K. (2020).
    **_Social work with older adults_** _: A biopsychosocial approach to assessment and intervention_ (5th ed.). Pearson.

    ·
    **Chapter 2:** Biological Changes and the Physical Well-Being of Older Adults

    Ferraro, K., & Wilmoth, J. (Eds.) (2013).
    **_Gerontology: Perspectives and Issues_** (4th ed.). Springer.

    ·
    **Chapter 2:** The Biology of Successful Aging: Watchful Progress at Biogerontology's Known-Unknown Interface

    ·
    **Chapter 14**: Geriatric Medicine and Gerontological Nursing

    **## MSW531MODULE1.docx**

    **Grading Criteria—**

    :

    | | | |
    | — | — | — |
    | **Criteria** | **Points** | **Description** |
    | **Successful Aging** | | Describes <br>**Biological, Psychological, and Social Factors that lead to and maintain successful Aging.** |
    | **Social Work Roles** | | Describes how Social Workers may support successful <br>**Aging** at <br>**Micro, Mezzo, and Macro** levels. |
    | **Persuasiveness** | | All claims are <br>**supported with Logic, Evidence, and/or References.** |
    | **Quality of Writing** | 20 | Writing is clear, logical, free of grammatical errors, and in <br>**APA format** with appropriate headings. |
    | **Total** | | A quality assignment will meet or exceed all of the above requirements. |

    **Rubric**

    **M1 Assignment: Successful Aging**

    | | | |
    | — | — | — |
    | M1 Assignment: Successful Aging |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning Outcome: <br>**Successful Aging** | **Describes-** biological, psychological, and social factors that lead to and maintain successful aging, and how they interact.<br> <br>**Describes-** biological, psychological, and social factors that lead to or maintain successful aging but does not meaningfully address how they interact.<br> <br>**Describes-** two of three factors (biological, psychological, and social) that lead to and maintain successful aging.<br> <br>**Describes** -one or none of three factors (biological, psychological, and social) that lead to and maintain successful aging. | 40 pts |
    | This criterion is linked to a Learning Outcome: <br>**Social Work Roles** | **Describes- how social workers may support successful aging in their clients at micro, mezzo, and macro levels, with at least one example for each level.**<br>**Describes- how social workers may support successful aging at micro, mezzo, and macro levels, with examples for most levels.**<br>**Describes- how social workers may support successful aging at two of three levels: micro, mezzo, and macro.**<br>**Describes- how social workers may support successful aging at one or no levels: micro, mezzo, and macro.** | 20 pts |
    | This criterion is linked to a Learning Outcome<br>**: Persuasiveness** | **All claims are supported with logic, evidence and/or references.**<br>**Most claims are supported with logic, evidence and/or references.**<br>**Some claims are supported with logic, evidence and/or references.**<br>**.** | 20 pts |
    | Quality of Writing | **Tone, clear, with no grammatical errors, and follows APA format.** | 20 pts |

    McInnis-Dittrich, K. (2020).
    **_Social work with older adults_** _: A biopsychosocial approach to assessment and intervention_ (5th ed.). Pearson.

    ·
    **Chapter 2:** Biological Changes and the Physical Well-Being of Older Adults

    Ferraro, K., & Wilmoth, J. (Eds.) (2013).
    **_Gerontology: Perspectives and Issues_** (4th ed.). Springer.

    ·
    **Chapter 2:** The Biology of Successful Aging: Watchful Progress at Biogerontology's Known-Unknown Interface

    ·
    **Chapter 14**: Geriatric Medicine and Gerontological Nursing

  • [Solved] ARTICLE

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  • [Solved] Psychology Assignment

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    Please follow the instructions and no AI – ## Topic_Week3_Discussion6.pdf **## Topic_Week3_Discussion6.pdf** You must post before seeing replies. Edit history will be available to instructors. Due Sep 10 65 points 1 Reply (1) View Split Screen All Search entries or author… Newest First  Back …

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    – ## Topic_Week3_Discussion6.pdf

    **## Topic_Week3_Discussion6.pdf**

    You must post before seeing replies. Edit history will be available to instructors.

    Due Sep 10 65 points

    1 Reply (1)

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     Back to Week at a Glance
    (https://waldenu.instructure.com/courses/182224/modules/items/758508

    MEASUREMENT OF CONCEPTUAL
    VARIABLES

    Last week, you learned about the importance of operationally defining variables to support the
    construct validity and internal validity of a study. Operational definitions are also important as
    you consider how to measure variables. For example, you will need to operationally define
    conceptual variables of interest (e.g., self-esteem, satisfaction, anxiety) before you can measure
    the concepts. When the measure accurately assesses the conceptual variable, it is said to have

    (https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-
    LgRendition/GettyLicense_155136356.jpg)

    [https://waldenu.instructure.com/courses/182224/modules/items/7585083](https://waldenu.instructure.com/courses/182224/modules/items/7585083)

    [https://waldenu.instructure.com/courses/182224/modules/items/7585083](https://waldenu.instructure.com/courses/182224/modules/items/7585083)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg)

    face validity. Operationalizing variables is also important to the measurement concept of
    reliability, which is the consistency or stability of a measure (e.g., test and retest to achieve similar
    results).

    In this Discussion, you will gain experience writing items to create a rating scale for a conceptual
    variable of your choice, which you will administer to friends/family. Based on the responses you
    obtain, you will consider the validity and reliability of your scale.

    RESOURCES
    Be sure to review the Learning Resources before completing this activity.

    Review previous chapters if you need to (e.g., Chapter 4 on
    variables and operational definitions)

    Cozby, P. C., & Bates, S. C. (2024). Methods in behavioral
    research (15th ed.). McGraw Hill.

    Chapter 5, “Measurement Concepts”

    Chapter 7, “Asking People About Themselves: Survey
    Research”

    Rosenberg, M. (1965). Rosenberg Self-Esteem Scale (RSES)
    (https://search.ebscohost.com/login.aspx?
    direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-
    live&scope=site&custid=s6527200) [Database record]. APA PsycTests.
    https://doi.org/10.1037/t01038-000

    ShortCutsTV (Producer). (2018). Reliability & validity
    (https://video.alexanderstreet.com/p/NOKgzD3MK) [Video].
    Alexander Street.
    https://video.alexanderstreet.com/watch/reliability-validity

    Walden University, LLC. (2024). Creating rating scales
    (https://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html)

    Readings 

    Media 

    Optional Resources 

    [https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200)

    [https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200)

    [https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200)

    [https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200)

    [https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200)

    [https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200)

    [https://video.alexanderstreet.com/p/NOKgzD3MK](https://video.alexanderstreet.com/p/NOKgzD3MK)

    [https://video.alexanderstreet.com/p/NOKgzD3MK](https://video.alexanderstreet.com/p/NOKgzD3MK)

    [https://video.alexanderstreet.com/p/NOKgzD3MK](https://video.alexanderstreet.com/p/NOKgzD3MK)

    [https://video.alexanderstreet.com/p/NOKgzD3MK](https://video.alexanderstreet.com/p/NOKgzD3MK)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html)

    To prepare:

    Read Chapter 5 and the indicated sections of Chapter 7 (focusing on the sections
    Constructing Questions to Ask, Responses to Questions, and Rating Scales).
    Recall what you learned in this week’s Learning Activity about creating rating scales with
    numeric values, and review the example scale in the Learning Resources. Note that your
    own rating scale may differ from the examples depending on the requirements for
    measuring the conceptual variable you select.
    Identify a conceptual variable that is of interest to you. A few examples are social
    identity, risk-taking behavior, job satisfaction, employee engagement, environmental
    awareness. Once you have decided on a conceptual variable, develop an operational
    definition for the variable.
    Create your own five- to 10-item rating scale with numerical values to assess the
    conceptual variable you defined.

    Before writing the items, consider the wording of statements and possible related
    issues (e.g., double-barred statements, loaded statements, “yea-saying” and “nay-
    saying,” etc.).
    Be sure to fully develop your rating scale to include instructions for your
    participants. Note: For the version of the scale you will provide in your post, include
    coding instructions for the administrator (e.g., reverse-score certain items).

    Administer the scale to at least three friends or family members. You may administer it in
    person or via email.
    Analyze the responses you obtained (i.e., what do responses reveal related to your
    conceptual variable?).
    Reflect on the possible strengths and limitations related to the measurement reliability
    and validity of your scale.
    Prepare to upload the scale you created as an attached document (in Word or RTF
    format) to your Discussion post.

    Post a response to the following.

    [Interactive media]. Walden University Canvas.
    https://waldenu.instructure.com

    American Psychological Association. (2023, June). Psychology
    topics (https://www.apa.org/topics) . https://www.apa.org/topics

    BY DAY 3

    [https://www.apa.org/topics](https://www.apa.org/topics)

    [https://www.apa.org/topics](https://www.apa.org/topics)

    [https://www.apa.org/topics](https://www.apa.org/topics)

    [https://www.apa.org/topics](https://www.apa.org/topics)

    Include the conceptual variable in the first line of your post (e.g., "Job Satisfaction").

    Then:

    Provide the operational definition you created for your conceptual variable.
    Explain your experience writing the scale (noting at least one challenge) and
    administering the scale.
    Provide your analysis of the responses you obtained as it relates to your conceptual
    variable. Do not include your participants’ actual responses.
    Assess the strengths and limitations of your scale’s reliability and validity, describing what
    you might do differently (if anything) in a revision.
    Attach the five- to 10-item scale with numerical values to measure a conceptual variable
    that you developed (either a Word or RTF file).

    Note: Your initial response should be supported with scholarly evidence from your research
    and/or the Learning Resources and properly cited in APA format. You may state your opinion
    and/or provide personal examples; however, you must also back up your assertions with
    evidence, including in-text citation(s) and reference(s) in APA style. It is recommended that
    you review the Grading Rubric with the criteria that will be used to evaluate your Discussion
    prior to your submission.

    Respond to at least one colleague’s original post in one or more of the ways listed below.

    Ask a probing question about their experience developing or administering the scale and
    provide the foundation, or a rationale, for the question.
    Offer an alternative way that the variables of interest in their proposed study could be
    operationally defined.
    Support or offer a different perspective to a colleague’s explanation of the strengths and
    limitations concerning the reliability and/or validity of their scale.

    Note: Your response to your colleague should be substantive and supported with scholarly
    evidence from your research and/or the Learning Resources and properly cited in APA
    format. Personal anecdotes are acceptable within meaningful responses but cannot stand
    alone as a response. Responses should enrich the initial post by supporting and/or adding a
    fresh viewpoint and be constructive, enhancing the learning for all students.

    Note: For this Discussion, you are required to complete your initial post before
    you will be able to view and respond to your colleagues' postings. Begin by
    clicking on the Reply button to complete your initial post. Remember, once you
    click on Post Reply, you cannot delete or edit your own posts and you cannot

    BY DAY 5

    post anonymously. Please check your post carefully before clicking on Post
    Reply!

    Reply

    **## Topic_Week3_Discussion6.pdf**

    You must post before seeing replies. Edit history will be available to instructors.

    Due Sep 10 65 points

    1 Reply (1)

    View Split Screen

    All

    Search entries or author…

    Newest First

     Back to Week at a Glance
    (https://waldenu.instructure.com/courses/182224/modules/items/758508

    MEASUREMENT OF CONCEPTUAL
    VARIABLES

    Last week, you learned about the importance of operationally defining variables to support the
    construct validity and internal validity of a study. Operational definitions are also important as
    you consider how to measure variables. For example, you will need to operationally define
    conceptual variables of interest (e.g., self-esteem, satisfaction, anxiety) before you can measure
    the concepts. When the measure accurately assesses the conceptual variable, it is said to have

    (https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-
    LgRendition/GettyLicense_155136356.jpg)

    [https://waldenu.instructure.com/courses/182224/modules/items/7585083](https://waldenu.instructure.com/courses/182224/modules/items/7585083)

    [https://waldenu.instructure.com/courses/182224/modules/items/7585083](https://waldenu.instructure.com/courses/182224/modules/items/7585083)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Getty/OrigImage-LgRendition/GettyLicense_155136356.jpg)

    face validity. Operationalizing variables is also important to the measurement concept of
    reliability, which is the consistency or stability of a measure (e.g., test and retest to achieve similar
    results).

    In this Discussion, you will gain experience writing items to create a rating scale for a conceptual
    variable of your choice, which you will administer to friends/family. Based on the responses you
    obtain, you will consider the validity and reliability of your scale.

    RESOURCES
    Be sure to review the Learning Resources before completing this activity.

    Review previous chapters if you need to (e.g., Chapter 4 on
    variables and operational definitions)

    Cozby, P. C., & Bates, S. C. (2024). Methods in behavioral
    research (15th ed.). McGraw Hill.

    Chapter 5, “Measurement Concepts”

    Chapter 7, “Asking People About Themselves: Survey
    Research”

    Rosenberg, M. (1965). Rosenberg Self-Esteem Scale (RSES)
    (https://search.ebscohost.com/login.aspx?
    direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-
    live&scope=site&custid=s6527200) [Database record]. APA PsycTests.
    https://doi.org/10.1037/t01038-000

    ShortCutsTV (Producer). (2018). Reliability & validity
    (https://video.alexanderstreet.com/p/NOKgzD3MK) [Video].
    Alexander Street.
    https://video.alexanderstreet.com/watch/reliability-validity

    Walden University, LLC. (2024). Creating rating scales
    (https://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html)

    Readings 

    Media 

    Optional Resources 

    [https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200)

    [https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200)

    [https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200)

    [https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200)

    [https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200)

    [https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pst&AN=9999-01038-000&site=eds-live&scope=site&custid=s6527200)

    [https://video.alexanderstreet.com/p/NOKgzD3MK](https://video.alexanderstreet.com/p/NOKgzD3MK)

    [https://video.alexanderstreet.com/p/NOKgzD3MK](https://video.alexanderstreet.com/p/NOKgzD3MK)

    [https://video.alexanderstreet.com/p/NOKgzD3MK](https://video.alexanderstreet.com/p/NOKgzD3MK)

    [https://video.alexanderstreet.com/p/NOKgzD3MK](https://video.alexanderstreet.com/p/NOKgzD3MK)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/cr/index.html)

    To prepare:

    Read Chapter 5 and the indicated sections of Chapter 7 (focusing on the sections
    Constructing Questions to Ask, Responses to Questions, and Rating Scales).
    Recall what you learned in this week’s Learning Activity about creating rating scales with
    numeric values, and review the example scale in the Learning Resources. Note that your
    own rating scale may differ from the examples depending on the requirements for
    measuring the conceptual variable you select.
    Identify a conceptual variable that is of interest to you. A few examples are social
    identity, risk-taking behavior, job satisfaction, employee engagement, environmental
    awareness. Once you have decided on a conceptual variable, develop an operational
    definition for the variable.
    Create your own five- to 10-item rating scale with numerical values to assess the
    conceptual variable you defined.

    Before writing the items, consider the wording of statements and possible related
    issues (e.g., double-barred statements, loaded statements, “yea-saying” and “nay-
    saying,” etc.).
    Be sure to fully develop your rating scale to include instructions for your
    participants. Note: For the version of the scale you will provide in your post, include
    coding instructions for the administrator (e.g., reverse-score certain items).

    Administer the scale to at least three friends or family members. You may administer it in
    person or via email.
    Analyze the responses you obtained (i.e., what do responses reveal related to your
    conceptual variable?).
    Reflect on the possible strengths and limitations related to the measurement reliability
    and validity of your scale.
    Prepare to upload the scale you created as an attached document (in Word or RTF
    format) to your Discussion post.

    Post a response to the following.

    [Interactive media]. Walden University Canvas.
    https://waldenu.instructure.com

    American Psychological Association. (2023, June). Psychology
    topics (https://www.apa.org/topics) . https://www.apa.org/topics

    BY DAY 3

    [https://www.apa.org/topics](https://www.apa.org/topics)

    [https://www.apa.org/topics](https://www.apa.org/topics)

    [https://www.apa.org/topics](https://www.apa.org/topics)

    [https://www.apa.org/topics](https://www.apa.org/topics)

    Include the conceptual variable in the first line of your post (e.g., "Job Satisfaction").

    Then:

    Provide the operational definition you created for your conceptual variable.
    Explain your experience writing the scale (noting at least one challenge) and
    administering the scale.
    Provide your analysis of the responses you obtained as it relates to your conceptual
    variable. Do not include your participants’ actual responses.
    Assess the strengths and limitations of your scale’s reliability and validity, describing what
    you might do differently (if anything) in a revision.
    Attach the five- to 10-item scale with numerical values to measure a conceptual variable
    that you developed (either a Word or RTF file).

    Note: Your initial response should be supported with scholarly evidence from your research
    and/or the Learning Resources and properly cited in APA format. You may state your opinion
    and/or provide personal examples; however, you must also back up your assertions with
    evidence, including in-text citation(s) and reference(s) in APA style. It is recommended that
    you review the Grading Rubric with the criteria that will be used to evaluate your Discussion
    prior to your submission.

    Respond to at least one colleague’s original post in one or more of the ways listed below.

    Ask a probing question about their experience developing or administering the scale and
    provide the foundation, or a rationale, for the question.
    Offer an alternative way that the variables of interest in their proposed study could be
    operationally defined.
    Support or offer a different perspective to a colleague’s explanation of the strengths and
    limitations concerning the reliability and/or validity of their scale.

    Note: Your response to your colleague should be substantive and supported with scholarly
    evidence from your research and/or the Learning Resources and properly cited in APA
    format. Personal anecdotes are acceptable within meaningful responses but cannot stand
    alone as a response. Responses should enrich the initial post by supporting and/or adding a
    fresh viewpoint and be constructive, enhancing the learning for all students.

    Note: For this Discussion, you are required to complete your initial post before
    you will be able to view and respond to your colleagues' postings. Begin by
    clicking on the Reply button to complete your initial post. Remember, once you
    click on Post Reply, you cannot delete or edit your own posts and you cannot

    BY DAY 5

    post anonymously. Please check your post carefully before clicking on Post
    Reply!

    Reply

  • [Solved] Research project topic and Hypothesis and The Stroop Effect Research

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    – ## ResearchprojecttopicandHypothesisTheStroopEffectResearch.docx **## ResearchprojecttopicandHypothesisTheStroopEffectResearch.docx** 1 | | | | | | — | — | — | — | | **The Stroop Effect will be used for the** [**Research Report**](https://learn.umgc.edu/d2l/common/dialogs/quickLink/quickLi…

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    Assignment Prompt & Instructions

    – ## ResearchprojecttopicandHypothesisTheStroopEffectResearch.docx

    **## ResearchprojecttopicandHypothesisTheStroopEffectResearch.docx**

    1

    | | | | |
    | — | — | — | — |
    | **The Stroop Effect will be used for the** [**Research Report**](https://learn.umgc.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1386696&type=dropbox&rcode=UMUC-2198568) **.** **For the research report you will use the** [**data**](https://learn.umgc.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1386696&type=coursefile&fileId=PSYC+300+Data+Rev_4_23+(1).xlsx) **set provided by me. Doing this online experiment allows you to experience the experiment so you are familiar with the procedures. You will need these details when you write your report.**<br>**You will do this experiment so you have an idea of what it is, how it works and what your participants went through. This will help you write the procedure section for your paper. The data you will actually analyze for your project will be given to you by me.**<br>**Here is some basic information on the** [**Stroop Effect**](https://faculty.washington.edu/chudler/words.html) **. The lab you will try can be found here:** [**Stroop Effect Lab – Try This!**](https://leocontent.umgc.edu/content/dam/permalink/cd5f9f9c-c454-450d-b90b-d0bcb80bff3f.html) **You can also find it by going through this: Content – Course Resources – Psychology Learning Tools – Psychology Labs – Stroop Effect Lab – Try this.**<br>**Comment with your times for each of the two trials.** | 4 | 4<br>[Unread for topic Online Psychology Lab – Stroop Effect:<br>**(4)**](https://learn.umgc.edu/d2l/le/1386696/discussions/topics/5047190/View?filters=unread) | View profile card for William Farmer<br>![](https://www.sweetstudy.com/questions/research-project-topic-and-hypothesis-and-the-stroop-effect-research)<br>William Farmer<br>yesterday at 3:37 PM |
    | **Research Project Topic/Hypothesis**<br>**You have a choice in how you approach this** [**Research Report**](https://learn.umgc.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1386696&type=dropbox&rcode=UMUC-2198568) **. First read the project instructions, then complete this discussion.**<br>**Your hypothesis and topic determines what you choose to analyze. We are starting our research report NOW by developing a hypothesis to use in your paper.**<br>**There are many ways that you can look at this assignment. You could be interested in the Stroop Effect and age so you analyze the data by age.**<br>**You may be interested in gender differences or even gender by age differences.**<br>**You may be interested in something else, like if the participant has uses caffeine or not. You can create a new variable in the Research Report data and put a 1 if the participant was an athlete and a 0 if not. Then you can analyze the data by that grouping. You can make up a new variable for how many drinks the participant had prior to doing the lab. You can see if there is a correlation between the number of drinks and the time they spent on the lab.**<br>**Let me know if you want to do this and we can talk about the best way to organize your data.**<br>**Remember that any good researcher looks at the background literature (i.e., previous published research) before deciding on a specific research idea and hypothesis. Make sure that there is something that supports your idea!**<br>**Compose your response to this discussion with your name as the subject. Describe your research idea and topic and state your hypothesis. You will write this paper in third person so your hypothesis should be in third person as well. For instance, "It is hypothesized that males will have less of a difference between the two Stroop Tasks than females" and NOT "My hypothesis is that males will have less difference in times time than females." Also tell me how you plan (or think you might plan) to analyze the data. It's okay if you are not sure about this- we will discuss it and I will give you some guidance if necessary.**<br>**For example: My research idea is about whether or not gender influences the Stroop Effect. It is hypothesized that there will be a significant difference between men and women. I will use a t test to analyze the data.**<br>**Note: Your data includes gender (1=Male, 2=Female), age, time to READ the words, and time to SAY the colors.**<br>**Also, please use at least 50 subjects in each group but you should aim to use as many participants as possible! There is no reason to discard good data.**<br>**Helpful links:**<br>[**Stroop Effect Explanation**](https://faculty.washington.edu/chudler/words.html)<br>[**Stroop Effect Online Study**](https://leocontent.umgc.edu/content/dam/permalink/cd5f9f9c-c454-450d-b90b-d0bcb80bff3f.html) **– This is only an example of the actual test. As you can see in the picture below, the actual test is much longer.** | 0 | 0 | |
    | [**Week 4 Discussion**](https://learn.umgc.edu/d2l/le/1386696/discussions/topics/5047192/View)<br>**Contains unread posts**<br>**Describe the specific attributes of an experimental research design. Make sure to talk about internal and external validity in your description and how to maximize these concepts in a study.**<br>**Then, decide whether each of the following topics could be studied using an experimental research design and then explain why or why not. Discuss the role of potential confounding variables in each example. Are the examples considered within subjects or between subjects designs? Why?**<br>**a.  Effect of parietal lobe damage on people's ability to do basic arithmetic.**<br>**b.  Effect of being clinically depressed on the number of close friendships people have.**<br>**c.  Effect of group training on the social skills of teenagers with Asperger's syndrome.**<br>**d.  Effect of paying people to take an IQ test on their performance on that test.** | | | |

    ## image1.png

    **## ResearchprojecttopicandHypothesisTheStroopEffectResearch.docx**

    1

    | | | | |
    | — | — | — | — |
    | **The Stroop Effect will be used for the** [**Research Report**](https://learn.umgc.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1386696&type=dropbox&rcode=UMUC-2198568) **.** **For the research report you will use the** [**data**](https://learn.umgc.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1386696&type=coursefile&fileId=PSYC+300+Data+Rev_4_23+(1).xlsx) **set provided by me. Doing this online experiment allows you to experience the experiment so you are familiar with the procedures. You will need these details when you write your report.**<br>**You will do this experiment so you have an idea of what it is, how it works and what your participants went through. This will help you write the procedure section for your paper. The data you will actually analyze for your project will be given to you by me.**<br>**Here is some basic information on the** [**Stroop Effect**](https://faculty.washington.edu/chudler/words.html) **. The lab you will try can be found here:** [**Stroop Effect Lab – Try This!**](https://leocontent.umgc.edu/content/dam/permalink/cd5f9f9c-c454-450d-b90b-d0bcb80bff3f.html) **You can also find it by going through this: Content – Course Resources – Psychology Learning Tools – Psychology Labs – Stroop Effect Lab – Try this.**<br>**Comment with your times for each of the two trials.** | 4 | 4<br>[Unread for topic Online Psychology Lab – Stroop Effect:<br>**(4)**](https://learn.umgc.edu/d2l/le/1386696/discussions/topics/5047190/View?filters=unread) | View profile card for William Farmer<br>![](https://www.sweetstudy.com/questions/research-project-topic-and-hypothesis-and-the-stroop-effect-research)<br>William Farmer<br>yesterday at 3:37 PM |
    | **Research Project Topic/Hypothesis**<br>**You have a choice in how you approach this** [**Research Report**](https://learn.umgc.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1386696&type=dropbox&rcode=UMUC-2198568) **. First read the project instructions, then complete this discussion.**<br>**Your hypothesis and topic determines what you choose to analyze. We are starting our research report NOW by developing a hypothesis to use in your paper.**<br>**There are many ways that you can look at this assignment. You could be interested in the Stroop Effect and age so you analyze the data by age.**<br>**You may be interested in gender differences or even gender by age differences.**<br>**You may be interested in something else, like if the participant has uses caffeine or not. You can create a new variable in the Research Report data and put a 1 if the participant was an athlete and a 0 if not. Then you can analyze the data by that grouping. You can make up a new variable for how many drinks the participant had prior to doing the lab. You can see if there is a correlation between the number of drinks and the time they spent on the lab.**<br>**Let me know if you want to do this and we can talk about the best way to organize your data.**<br>**Remember that any good researcher looks at the background literature (i.e., previous published research) before deciding on a specific research idea and hypothesis. Make sure that there is something that supports your idea!**<br>**Compose your response to this discussion with your name as the subject. Describe your research idea and topic and state your hypothesis. You will write this paper in third person so your hypothesis should be in third person as well. For instance, "It is hypothesized that males will have less of a difference between the two Stroop Tasks than females" and NOT "My hypothesis is that males will have less difference in times time than females." Also tell me how you plan (or think you might plan) to analyze the data. It's okay if you are not sure about this- we will discuss it and I will give you some guidance if necessary.**<br>**For example: My research idea is about whether or not gender influences the Stroop Effect. It is hypothesized that there will be a significant difference between men and women. I will use a t test to analyze the data.**<br>**Note: Your data includes gender (1=Male, 2=Female), age, time to READ the words, and time to SAY the colors.**<br>**Also, please use at least 50 subjects in each group but you should aim to use as many participants as possible! There is no reason to discard good data.**<br>**Helpful links:**<br>[**Stroop Effect Explanation**](https://faculty.washington.edu/chudler/words.html)<br>[**Stroop Effect Online Study**](https://leocontent.umgc.edu/content/dam/permalink/cd5f9f9c-c454-450d-b90b-d0bcb80bff3f.html) **– This is only an example of the actual test. As you can see in the picture below, the actual test is much longer.** | 0 | 0 | |
    | [**Week 4 Discussion**](https://learn.umgc.edu/d2l/le/1386696/discussions/topics/5047192/View)<br>**Contains unread posts**<br>**Describe the specific attributes of an experimental research design. Make sure to talk about internal and external validity in your description and how to maximize these concepts in a study.**<br>**Then, decide whether each of the following topics could be studied using an experimental research design and then explain why or why not. Discuss the role of potential confounding variables in each example. Are the examples considered within subjects or between subjects designs? Why?**<br>**a.  Effect of parietal lobe damage on people's ability to do basic arithmetic.**<br>**b.  Effect of being clinically depressed on the number of close friendships people have.**<br>**c.  Effect of group training on the social skills of teenagers with Asperger's syndrome.**<br>**d.  Effect of paying people to take an IQ test on their performance on that test.** | | | |

    ## image1.png

  • [Solved] Report Back activity

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## ReportBackactivity.docx **## ReportBackactivity.docx** 1 **This week we will participate in a Report Back activity. This activity allows you to gather information about concepts that we are discussing during the unit and test them out in the world! As you report your results, please do not indi…

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    Assignment Prompt & Instructions

    – ## ReportBackactivity.docx

    **## ReportBackactivity.docx**

    1

    **This week we will participate in a Report Back activity.  This activity allows you to gather information about concepts that we are discussing during the unit and test them out in the world!  As you report your results, please do not indicate full names. For this Report Back:**

    1.
    **Respond with**
    **_your_ answers to this unit's Report Back questions.**

    2.
    **Ask**
    **_five adult volunteers_ this unit's Report Back question(s). Using only adult volunteers adds standardization to this activity.**

    3.
    **Report back on your results by Saturday, presenting your volunteers' responses**

    4.
    **Briefly summarize your observations, connecting your observations to this week's readings.**

    5.
    **After Saturday, check back and respond to at least two of your classmates' postings, sharing insights from your experiences and discussing the responses.**

    **Report Back – Resilience and Positive Aging**

    **Ask five individuals to respond to the following questions*^:**

    1.
    **_What is your chronological age?_**

    2.
    **_What is your psychological age?  (If there is a difference, why?)_**

    3.
    **_What is the ideal age? Why?_**

    4.
    **_What has had the greatest impact on how "you turned out"?  (Note, this question targets events, not people)_**

    5.
    **_How old is "old"?  Why?_**

    6.
    **_What does it mean to be resilient?_**

    7.
    **_What are two things that you do to actively savor and appreciate the experiences in your life?_**

    **_*Practice gratitude:  Feel free to preface interviews with sharing that your volunteers are helping you fulfill an assignment for class this week and that you appreciate them, and their assistance._**

    **_^The questions were developed in order to invite reflection and to thoughtfully explore how our thoughts, experiences, and social environment shape perspectives on aging and resilience.   If there is a question you, or one of your volunteers, is not comfortable responding to, this is OK.  The question may be skipped._**

    **## ReportBackactivity.docx**

    1

    **This week we will participate in a Report Back activity.  This activity allows you to gather information about concepts that we are discussing during the unit and test them out in the world!  As you report your results, please do not indicate full names. For this Report Back:**

    1.
    **Respond with**
    **_your_ answers to this unit's Report Back questions.**

    2.
    **Ask**
    **_five adult volunteers_ this unit's Report Back question(s). Using only adult volunteers adds standardization to this activity.**

    3.
    **Report back on your results by Saturday, presenting your volunteers' responses**

    4.
    **Briefly summarize your observations, connecting your observations to this week's readings.**

    5.
    **After Saturday, check back and respond to at least two of your classmates' postings, sharing insights from your experiences and discussing the responses.**

    **Report Back – Resilience and Positive Aging**

    **Ask five individuals to respond to the following questions*^:**

    1.
    **_What is your chronological age?_**

    2.
    **_What is your psychological age?  (If there is a difference, why?)_**

    3.
    **_What is the ideal age? Why?_**

    4.
    **_What has had the greatest impact on how "you turned out"?  (Note, this question targets events, not people)_**

    5.
    **_How old is "old"?  Why?_**

    6.
    **_What does it mean to be resilient?_**

    7.
    **_What are two things that you do to actively savor and appreciate the experiences in your life?_**

    **_*Practice gratitude:  Feel free to preface interviews with sharing that your volunteers are helping you fulfill an assignment for class this week and that you appreciate them, and their assistance._**

    **_^The questions were developed in order to invite reflection and to thoughtfully explore how our thoughts, experiences, and social environment shape perspectives on aging and resilience.   If there is a question you, or one of your volunteers, is not comfortable responding to, this is OK.  The question may be skipped._**

  • [Solved] Describe the specific attributes of an experimental research design

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Describethespecificattributesofanexperimentalresearchdesign.docx **## Describethespecificattributesofanexperimentalresearchdesign.docx** 1 Describe the specific attributes of an experimental research design. Make sure to talk about internal and external validity in your description and how to m…

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    Assignment Prompt & Instructions

    – ## Describethespecificattributesofanexperimentalresearchdesign.docx

    **## Describethespecificattributesofanexperimentalresearchdesign.docx**

    1

    Describe the specific attributes of an experimental research design. Make sure to talk about internal and external validity in your description and how to maximize these concepts in a study.

    Then, decide whether each of the following topics could be studied using an experimental research design and then explain why or why not. Discuss the role of potential confounding variables in each example. Are the examples considered within subjects or between subjects designs? Why?

        a.  Effect of parietal lobe damage on people's ability to do basic arithmetic.

        b.  Effect of being clinically depressed on the number of close friendships people have.

        c.  Effect of group training on the social skills of teenagers with Asperger's syndrome.

        d.  Effect of paying people to take an IQ test on their performance on that test.

    **## Describethespecificattributesofanexperimentalresearchdesign.docx**

    1

    Describe the specific attributes of an experimental research design. Make sure to talk about internal and external validity in your description and how to maximize these concepts in a study.

    Then, decide whether each of the following topics could be studied using an experimental research design and then explain why or why not. Discuss the role of potential confounding variables in each example. Are the examples considered within subjects or between subjects designs? Why?

        a.  Effect of parietal lobe damage on people's ability to do basic arithmetic.

        b.  Effect of being clinically depressed on the number of close friendships people have.

        c.  Effect of group training on the social skills of teenagers with Asperger's syndrome.

        d.  Effect of paying people to take an IQ test on their performance on that test.

  • [Solved] professor research

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Nice work, Barbara! Your emphasis on mechanism is good, but how would Kang (2013) or Peng et al. (2006) respond to using a percentage threshold? \ WeekOneDiscussionQr1.docx](https://www.sweetstudy.com/files/weekonediscussionqr1-docx "WeekOneDiscussionQr1.docx")

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    Assignment Prompt & Instructions

    Nice work, Barbara! Your emphasis on mechanism is good, but how would Kang (2013) or Peng et al. (2006) respond to using a percentage threshold?
    \
    WeekOneDiscussionQr1.docx](https://www.sweetstudy.com/files/weekonediscussionqr1-docx "WeekOneDiscussionQr1.docx")