Group Project Instructions-1XX3-2011

Group Project Instructions-1XX3-2011 - P SYCH O LOGY
1XX3...

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Unformatted text preview: P SYCH O LOGY
1XX3 
WINTER
20 11 
 – 
 GRO UP 
PROJEC T 
 This
project
will
span
across
the
term
and
consist
of
a
number
of
check‐in
points
and
culminate
in
the
completion
of
a
 final
Research
Paper
due
on
March
21
at
5PM
in
the
IntroPsych
office
PC‐416
and
Presentation
during
the
last
two
 tutorials.

The
goal
of
this
project
is
to
build
on
the
important
skills
of
consolidating
and
presenting
research
in
a
 scientific
manner.

 INTRO DUC TION 
 
 As
a
student
of
psychology,
one
of
the
biggest
challenges
is
consolidating
a
vast
array
of
information
from
many
sources
 into
a
meaningful
message.
This
is
a
challenge
that
continues
into
a
psychologist’s
professional
career,
as
researchers
 constantly
work
to
follow
the
most
recent
research
and
incorporate
new
developments
into
their
own
work.
 Occasionally,
some
researchers
will
publish
a
review
of
the
existing
literature,
with
the
goal
of
extracting
themes
and
 messages
they
believe
the
rest
of
the
research
community
should
understand.
In
this
project,
you
will
complete
a
review
 article.
Your
project
will
begin
with
a
case
study
related
to
an
interesting
topic
in
the
field
of
Psychology,
Neuroscience,
 and
Behaviour.
The
team
goal
is
to
break
down
the
case
study
into
researchable
components
and
present
your
findings
 in
a
clear
and
organized
scientific
review.

 COMPONENTS 
 
 Throughout
the
semester
your
group
will
complete
a
number
of
smaller
check‐in
points.
The
marking
rubrics
used
by
the
 Graders
will
be
made
available
to
you
for
guidance.

The
separate
components
are
as
follows:
 AVE
Research
Refresher
 Research
Outline
 Final
Presentation
 Research
Paper
 TOTAL
 
 1) AVE
Research
Skills
Refresher
(2%)
 • This
component
is
designed
to
refresh
your
skills
in
library
research
 • This
assignment
will
be
due
Fri
January
21
by
6:00AM
on
AVE
 
 2) Research
Outline
(2%)
 • Your
group
will
be
required
to
complete
a
written
outline
of
your
review.
In
this
outline,
you
will
present
the
 questions
you
intend
to
answer
in
your
review
and
some
initial
research
related
to
the
answers.
 
 3) Research
Paper
(13%)
 • Your
final
paper
will
be
on
March
21
at
5PM
in
the
IntroPsych
office
PC‐416.


 
 4) Presentation
(3%)
 • In
this
presentation,
you
will
be
present
the
conclusions
of
your
research
to
your
class.
Presentations
will
take
 place
during
your
final
two
tutorials
and
will
strictly
adhere
to
a
limit
of
6
slides
and
10
min
plus
5
min
for
 question
and
answer
period.

Note:
all
groups
must
be
ready
to
present
and
groups
will
be
drawn
by
the
TA
on
 the
day
of
presentations.
 
 2%
 2%
 3%
 13%
 20%
 P SYCHOLOG Y
1 XX3 
 ASS IG NMENT
 – 
RESEA RCH 
 OUTLINE 
 
 The
Research
Outline
will
be
due
on
Mon
Jan
31
by
5PM
in
the
IntroPsych
office
PC‐416.
Late
assignments
will
be
 penalized
25%
per
day.
 OUTLINE:
INTRODUCTIO N 
 The
Research
Outline
is
a
thoughtful
plan
from
your
group
to
guide
the
direction
of
your
group
project
across
the
term.

 Your
group
can
then
use
the
Grader’s
feedback
as
a
guide
to
make
adjustments
as
necessary.

 OUTLINE:
C ONTENT
REQ UIREMENTS 
 Begin
by
discussing
the
case
study
with
your
group
and
work
to
break
it
down
into
researchable
questions
that
will
help
 you
to
understand
the
relevant
issues.

It
may
take
several
meetings
to
come
up
with
a
thoughtful
analysis
and
it
is
up
to
 your
group
to
make
plans
for
meeting
times.

In
the
Research
Outline,
your
group
must
present
three
researchable
 questions
you
are
investigating
with
each
question
using
a
different
level
of
analysis
studied
from
this
term:
 Development,
Evolution,
and
Neuroscience.


 For
each
question,
present
a
brief
summary
of
one
refereed
primary
journal
article
that
gives
you
some
initial
insight
 into
your
research.
Please
note
that
all
citations
and
referencing
must
follow
APA
style
(refer
to
page
16‐17
of
your
 course
handbook).
Your
Research
Outline
can
be
a
maximum
of
2
pages
in
length,
single‐spaced.

A
separate
page
of
 references
must
also
be
included
in
proper
APA
style.


 On
a
separate
title
page,
list
the
complete
names
of
each
group
member
with
student
numbers,
Tutorial
Section,
and
 the
role
that
each
group
member
has
agreed
to
follow.

All
group
members
must
sign
their
name
otherwise
the
 Research
Outline
will
NOT
be
graded.


 Participation
Note:
In
addition,
you
can
grade
each
group
member’s
participation
as
Excellent
(100%),
Acceptable
(75%),
 Borderline
(50%)
or
Unacceptable
(0%).

The
percentages
refer
to
the
value
of
the
graded
component
that
the
group
 member
should
receive
in
your
opinion.
On
the
due
date,
send
an
email
on
AVE
to
your
personal
TA
with
the
subject
 line:
“Research
Outline
participation
(Tutorial
Section
##)”,
listing
each
group
member
and
your
evaluation.

In
the
 absence
of
such
an
email,
each
group
member
will
be
assigned
as
“Excellent”.

The
mean
score
from
your
group
will
be
 used
to
calculate
the
value
of
the
graded
project
you
will
receive,
i.e.
if
you
receive
a
score
of
75%
from
your
group
 members,
then
you
will
only
receive
75%
of
the
group
outline
mark.

 OUTLINE:
MARK
BREA KD OWN 
 The
Research
Outline
will
be
evaluated
on
the
depth
of
the
thoughtful
analysis
of
your
research
questions
and
the
 quality
of
the
journal
articles
you
find
to
support
these
questions.

Groups
receiving
the
highest
grades
will
have
 complex
questions
that
help
to
provide
insight
into
the
case
study
and 
are
supported
by
relevant
primary
research
 sources
to
investigate
the
questions.

 The
Research
Outline
counts
for
2%
of
your
final
grade,
and
will
be
evaluated
according
to
the
following
rubric.

 CONTENT
 6
MARKS
 Depth
of
research,
clarity
of
arguments,
insight
into
topic,
etc.
 STYLE
 4
MARKS
 Organization,
APA
style,
spelling,
grammar,
flow,
etc.
 TOTAL
 10
MARKS
 P SYCHOLOG Y
1 XX3 
 – 
 RESEA RCH 
 OUTLINE
GRA DING 
RUBRIC 
F OR
G RA DERS 
 Notes
to
keep
in
mind
while
grading:
 • • • To
encourage
students
to
create
solid,
researchable
questions
that
provide
insight
to
a
case
study
 To
encourage
students
to
complete
research
with
proper
sources
to
prepare
for
the
Review
Paper
and
Presentation

 Please
give
your
students
extensive
comments
and
feedback
–
this
is
more
important
than
the
grade
they
receive,
as
 the
Review
Paper
and
Presentation
are
worth
a
larger
portion
of
the
final
grade.
 CONTENT:
 6 
MARKS 
 RESEARCHABLE
 QUESTIONS 
 Groups
were
asked
to
create
three
researchable
questions
from
each
of
the
levels
of
analysis
from
1XX3
(Development,
 Evolution,
Neuroscience).
Three
of
the
content
marks
will
come
from
their
ability
to
meet
this
minimum
requirement,
 with
two
marks
being
allotted
to
each
question.

 To
successfully
discuss
a
researchable
question,
students
must
utilize
a
primary
source
as
support.
Sufficient
support
 requires
a
clear
and
explicit
connection.
If
their
use
of
a
source
is
not
clear
enough
to
you,
it
won’t
be
clear
enough
for
 their
Research
Paper.
If
more
than
three
questions
are
presented,
grade
the
first
three
questions
only.
 Grading
Scale
per
Researchable
Question
(3
Qs
X
2
marks
max
=
6
Marks)
 0
 Question
not
asked
 0.5
 Some
combination
of:
 • Question
poorly
 posed
 • Answer
poorly
 formed
 • Literature
does
 not
match
 question
 1.0
 One
of:
 • Question
poorly
 posed
 • Answer
poorly
 formed
 • Literature
does
 not
match
 question
 1.5
 Question
well
posed,
 with
an
acceptable
 preliminary
answer.
 Uses
appropriate
 literature.
 2
 Complex
question
 very
clearly
posed,
 with
a
clear
 preliminary
answer.
 Literature
relevant
to
 preliminary
answer.
 S TYLE:
4
MARKS 
 
 Form
 • APA
style,
 Spelling
and
 grammar
 0
 5
or
more
 • APA,
spelling
 or
 grammatical
 errors
 • • 0.5
 4
or
more
APA,
 spelling
or
 grammatical
 errors
 basic
 proofreading
 could
have
 prevented
 most
errors
 • 1
 3
or
less
APA,
 spelling
or
 grammatical
 errors
 reading
begins
 to
suffer
 somewhat
 • 1.5
 1‐2
minor
APA,
 spelling
or
 grammatical
 errors
 readability
has
 not
suffered
 • 2
 no
APA,
 spelling
or
 grammatical
 errors
 • • Basic
 checking
 seems
 absent
 
 ...
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This note was uploaded on 03/19/2011 for the course PSYCHOLOGY 1XX3 taught by Professor Bertia during the Spring '11 term at London College of Accountancy.

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