For this assignment, select a peer-reviewed journal article relating to an area of problem solving, decision making, or an intelligence theory that was discussed in class (e.g., fluid or crystalline intelligence, primary/secondary rein forcers, biases, or effective problem-solving strategies). The article must meet the following criteria: The article must be from a peer-reviewed journal. The article must be obtained from the school Library. The article must be a research study, rather than a literature review (i.e., the article has to have methods, results, and discussion sections). The article must utilize a cognitive or behavioral theory, model, or effect. The purpose of this article review is to get you to think critically about an area of cognition or learning. After reading your chosen article, address the following questions. Use subheadings to differentiate between the various aspects of your review. Remember, APA guidelines can be found in the APA Style Guide, Major Findings/Conclusions: Be sure to include the major findings of the study. What conclusions did the researchers draw from the data? Implications for the Field of Psychology (how the findings could be used/applied in the field): Include how the results of the study can be applied (e.g., why are the findings of the study important?). These may be the implications the authors put forth, or your own ideas (be sure to cite if they are not your ideas). How would psychology/education/counseling professionals benefit (learn) from the findings? How might the results improve knowledge or application in the field? What should psychology professionals “take away” from the findings? Method/Participants: Describe the basics of how the study was conducted. What procedures were used? Who were the participants? Strengths/Limitations of the Study: Include at least one strength AND one limitation you saw in the study. Explain why you believe each is a strength or limitation. Hint: study findings are not “strengths” in and of themselves. The article review should be 1,000-1,250 words. Include a minimum of three scholarly articles. Prepare this assignment according to the guidelines found in the APA Style Guide, Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Plagiarism Checker. This benchmark assignment assesses the following programmatic competency: 4.4: Explain the importance of maintaining knowledge of current trends in psychology. 1 Unsatisfactory 0.00% 2 Less than Satisfactory 65.00% 3 Satisfactory 75.00% 4 Good 85.00% 5 Excellent 100.00% 70.0 %Content 20.0 % Outlines and discusses the major findings of the study Vague or incomplete description of the major findings is presented. Omits some important details, facts, and/or concepts. Only facts are stated, evidence of understanding of the concepts is not present. Presents a general description of the major findings. Does make a few connections but limited or undeveloped details, rationales, and/or examples are present. Presents direct and focused descriptions of the major findings presented in the article. Theories, concepts, and facts are not just noted but are supported with clearly explained reasoning. Examples and details are present, but some details may be missing. Presents detailed, direct, and focused descriptions the major findings discussed in the article. Theories and concepts are explored in-depth integrating examples, observations, and experiences correctly. Presents in-depth, direct, and focused descriptions of the major findings. All definitions are clear and accurate. Theories and concepts are explored and connected to multiple examples, observations, and experiences. 20.0 % Discusses the implications of the findings to the field of Psychology. (Comp 4.4) Implications not discussed or not applied. Applications are vague, incomplete, and/or omit important details. Points are poorly outline and underdeveloped. Application provided but are inaccurate or superficial. Points are outline but minimal use of examples and/or experiential knowledge is present. Findings applied but not fully explored. Applications are clearly described. Points are supported with real-world examples and/or experiential knowledge. Findings applied but take away message not clearly articulated. Points are supported with real-world examples, experiential knowledge, and rationales. Attempts to make some connections to research. Findings clearly applied to psychology or related field; take away message clearly articulated. Points are supported with real-world examples, experiential knowledge, and rationales. Clearly explains reasoning. Shows a connection to current research. 10.0 % Describe how the study was conducted and the participants. No description of how the study was conducted or the participants involved. Presents a vague general description of how the study was conducted or the participants involved. Presents a direct and focused description of how the study was conducted or the participants involved. Presents a detailed, direct, and focused description of how the study was conducted and the participants involved. Makes some connections to research. Presents in-depth, direct, and focused description of how the study was conducted and the participants involved. Makes connections to current research. 20.0 % Strengths/Limitations of the study methodology or conclusions. No strengths/limitations discussed. One strength or one limitation discussed, but description is vague and does not go beyond what is presented in the article One strength and one limitation present and discussed clearly, but the explanation is basic. One strength and one limitation present and thoroughly discussed. Explanations go beyond what is presented in the article. Both strengths and limitations presented with sophistication. Explanations of why each is a strength or limitation is thoroughly discussed, and it is clear that the student understands how the strength and limitation affect the major findings and implications. 20.0 %Organization and Effectiveness 7.0 % Thesis Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. 8.0 % Argument Logic and Construction Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. 5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English. 10.0 %Format 5.0 % Paper Format (use of appropriate style for the major and assignment) Template is not used appropriately, or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct. 5.0 % Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. 100 % Total Weightage
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