I am suppose to select a topic and and search ONLY 3 research papers with variables that have numerical scores. Select the variables and develop the hypothesis.The hypo is to be developed and written the last para of the intro. Simple model with 1 IV complex model with 2 IVs. The hypo can be a) a simple one not a complex b) complex better than simple or c) i don't know, it is an exploratory study likened to a non-direct hypo.I would cite 3 selected papers are references i would site in my introduction.Use the script which I have given to generated the data and import it into the. JASP for data analysis. Do the Bayesian RegressionThen write the results and then discuss.
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apastylehandout-ys5f2qow.pdf Tips for Writing an APA Paper Papers for BSC201 should be double-spaced, 12 point font, with 1 inch margins. EVERYTHING is double-spaced (i.e., select-all, double space). Your final paper will include the following elements. I. Title page II. Abstract III. Introduction IV. Method a. Participants b. Materials (if needed) c. Apparatus (if needed) d. Procedure V. Results VI. Discussion VII. References This guide includes information on the different components of an APA paper. This document provides only a brief summary of the sections of an empirical report. This guide does not provide a complete description of all of the regulations to follow when presenting empirical data, as defined by the American Psychological Association (APA). Others references that may be valuable: APA (2019). Publication manual for the American Psychological Association (7th Edition). American Psychological Association. Bem, D. J. (1987). Writing the empirical journal article. In M. P. Zanna & J. M. Darley (Eds.), The compleat academic (pp. 171-201). Random House. Norman, C. (1987). Writing essays: A short guide. (2nd ed.). Queen's University. Tips for Writing Your Title The title should be descriptive and specific to the variables investigated in your study. There is a stock format that you can always use: The Effect of IV#1 and IV#2 on DV The Effect of Need for Cognitive Closure and Perspective Taking on Prejudice If you want to highlight the role of unique independent variable or mediating variable that you are adding that extends previous research, you might use this format: The Effect of IV#1 on DV: The Role of IV#2 The Effect of Perspective Taking on Prejudice: The Role Cognitive Closure You can also get more creative as long as you retain a title that is somehow related to your study. Take a look at some of the titles of readings in your book: Some use a catchy initial phrase that gives the main point of the study, followed by a bit more descriptive information Compensating for Stigma: Obese and Nonobese Women's Reactions to Being Visible Prejudice as Self-Image Maintenance: Affirming the Self through Derogating Others Some are pretty direct about the topic, task, and sample: Stereotype Threat and the Intellectual Test Performance of African Americans Others try to state bottom line of what the study shows: Gender Stereotypes Stem from the Distribution of Women and Men into Social Roles Tips for Writing Your Abstract The abstract should be a concise summary of what is in your proposal. It should be no more than 150 words. There is a pretty straightforward formula you can use for writing your abstract in about 4-7 sentences (note that this is the same formula used to evaluate your abstract). 1-2 sentences: Introduce the general topic and the central thesis of your proposed study. Try to make your central point in only 1 sentence. 1-2 sentences: Say something about what variables you will manipulate (you independent variables) and measure (your dependent variables). 1-2 sentences: State the key results. If you have additional results, you can add another sentence for them. 1 sentence: Wrap it up with a summary statement about what you will say in your discussion by highlighting the implications for how it relates to past research. This sentence that is most frequently omitted by novice writers. Act like an old pro and include it. Here is an example (116 words): Abstract Perspective taking may reduce how people feel about members of disadvantaged groups. The present study (N = 398) examined whether need for cognitive closure moderates the effect of perspective taking on prejudice reduction. White participants who score high or low in need for closure were asked to take the perspective or remain objective while reading an interview with an African American target. Perspective taking was more effective at reducing prejudice among low need for closure participants than among high need for closure participants. These findings not only provide strong evidence of the importance of perspective taking to improve interracial relations, but indicate that the role of perspective taking has been overlooked by models of prejudice reduction. Sample Abstracts Levy, B. R., Pilver, C., Chung, P. H., & Slade, M. D. (2014). Subliminal strengthening: Improving older individuals' physical function over time with an implicit-age-stereotype intervention. Psychological Science, 25, 2127-2135. Negative age stereotypes that older individuals assimilate from their culture predict detrimental outcomes, including worse physical function. We examined, for the first time, whether positive age stereotypes, presented subliminally across multiple sessions in the community, would lead to improved outcomes. Each of 100 older individuals (age = 61โ 99 years, M = 81) was randomly assigned to an implicit-positive-age-stereotype-intervention group, an explicit- positive age- stereotype-intervention group, a combined implicit- and explicit-positive-age-stereotype-intervention group, or a control group. Interventions occurred at four 1-week intervals. The implicit intervention strengthened positive age stereotypes, which strengthened positive self-perceptions of aging, which, in turn, improved physical function. The improvement in these outcomes continued for 3 weeks after the last intervention session. Further, negative age stereotypes and negative self-perceptions of aging were weakened. For all outcomes, the implicit intervention's impact was greater than the explicit intervention's impact. The physical-function effect of the implicit intervention surpassed a previous study's 6-month-exercise-intervention's effect with participants of similar ages. The current study's findings demonstrate the potential of directing implicit processes toward physical-function enhancement over time. Dziura, S. L., & Thompson, J. C. (2014). Social-network complexity in humans is associated with the neural response to social information. Psychological Science, 25, 2095-2101. Humans have evolved to thrive in large and complex social groups, and it is likely that this increase in group complexity has come with a greater need to decode and respond to complex and uncertain communicatory signals. In this functional MRI study, we examined whether complexity of social networks in humans is related to the functioning of brain regions key to the perception of basic, nonverbal social stimuli. Greater activation to biological than to scrambled motion in the right posterior superior temporal sulcus (pSTS) and right amygdala were positively correlated with the diversity of social-network roles. In the pSTS, in particular, this association was not due to a relationship between network diversity and network size. These findings suggest that increased functioning of brain regions involved in decoding social signals might facilitate the detection and decoding of subtle signals encountered in varied social settings. Frenda, S. J., Patihis, L., Loftus, E. F., Lewis, H. C., & Fenn, K. M. (2014). Sleep deprivation and false memories. Psychological Science, 25, 1674-1681. Many studies have investigated factors that affect susceptibility to false memories. However, few have investigated the role of sleep deprivation in the formation of false memories, despite overwhelming evidence that sleep deprivation impairs cognitive function. We examined the relation between self-reported sleep duration and false memories and the effect of 24 hr of total sleep deprivation on susceptibility to false memories. We found that under certain conditions, sleep deprivation can increase the risk of developing false memories. Specifically, sleep deprivation increased false memories in a misinformation task when participants were sleep deprived during event encoding, but did not have a significant effect when the deprivation occurred after event encoding. These experiments are the first to investigate the effect of sleep deprivation on susceptibility to false memories, which can have dire consequences. Tips for Writing Your Introduction The introduction can be considered as containing three parts: (a) an introduction paragraph, (b) support paragraph(s), and (c) a concluding paragraph(s). The first and concluding paragraphs are almost always one paragraph in length. The number of support paragraphs varies in length given the number of different research questions and literatures considered in your paper. I. First Paragraph a. The first paragraph should begin broadly: What general problem are you assessing? b. Lay out the general behavioral phenomenon you are interested in examining. c. It is a good idea to start by talking about the "real world," not existing literature in psychology. As an opening sentence, "Olmstead and MacDonald (1999) summarized information that would help students to write laboratory reports. . ." is less interesting than "Learning to present scientific information is an essential part of any undergraduate programs in psychology. How can professors train students to write effective laboratory reports?" d. An easy beginning to a paper is to start with a question. e. End by stating, in one sentence, what the general goal or purpose of your study is. II. Support Paragraphs a. Describe past theory and research on your topic. Do this in such a way that tells a story and justifies the elements of your argument in a logic sequence. b. Once the reader has established the research question, address and integrate the existing literature in that area. Do not summarize individual studies. c. When describing previous research, ONLY go into more detail for those studies that are of the most relevance either theoretical or methodologically to the study you are proposing. If you are just providing support for a basic idea, then you can cite the research without much detail. For example, "Boys are more physically aggressive than girls (Smith, 1992)." d. Each paragraph must begin with a topic sentence and end with a concluding sentence. III. "Purpose of this Research" Paragraph a. The previous section of the introduction was designed to update the reader on the state of existing research. Now you want to sell them your idea. Point out how what you plan to do extends or builds off of existing research. For example, "Although research has examined X, it has not specifically tested Y. This study intends to fill this void." b. State your hypothesis without operationalizing the variables. You do not need to specify all of the comparisons, just the most important one. Clearly state what you expect to find. It is important to include a rationale for your hypotheses. This allows for the opportunity to explain the logic underlying your predictions. Tips for Citing Research Articles 1. Always start each support paragraph