psych 230 – group presentation assignment overview: as you study psychology, it is important to practice critically reviewing informat

Psych 230 – Group Presentation
Assignment Overview:
As you study psychology, it is important to practice critically
reviewing information from a scientific perspective and disseminating
valuable information to others.
Another part of being a successful scientist (or other professional)
is collaboration with your peers. You are therefore tasked with
selecting a topic relevant to human development (from anywhere in the
life span) and completing this assignment as described below. You may
choose your own partners. A D2L discussion list titled “Presentation
Groups” has been so that you may post topics and find potential
partners.
Presentation Configuration:
Find at least 4 journal articles (e.g., those found on PsycINFO or one
of the library’s other search engines) addressing your chosen topic.
The articles you select should have been published AFTER 2006. A list
of acceptable journals appears below. You may use sources published
prior to 2007 for your projects, but only to supplement the four newer
sources.
Once you find at least 4 journal articles, summarize what the
researchers have found about the topic.
For example (your specific points will depend upon your chosen topic):
*
How do the results of each article compare to one-another? Is
there a consensus or is there controversy within your topical
area? Do the results of the articles agree with how the topic is
addressed in the textbook (or in class) or are the results
different in some way?
*
Which aspects should researchers interested in conducting future
research on this topic take into account (i.e., which questions
remain or which shortcomings of current research should be
corrected in the future)?
Presentations should be 10 minutes in length, plus or minus one minute
(they will be timed, so be sure to practice!). Each presenter should
also be prepared to answer a few questions from either Jarrod or other
class members regarding the content of the presentation.
Please make sure it is clear which ideas are your own as opposed to
someone else’s by including in-text citations for ideas that did not
originate with you. You should also include a reference slide at the
end of your presentation that contains a list of all references you
consulted.
An example presentation has been supplied to you under “Content” in
D2L. This is a presentation Jarrod made as a sophomore (yes, as
amazing as it may seem, he was once an undergraduate student). This
does not necessarily represent the format you should select for your
presentation, but it is a good example of the level of content you
will be expected to present. Remember that your presentation is meant
to be a summary of a phenomenon related to development or, perhaps, a
comparison of different theories related to development (see example
topics below). Just make sure that you present enough information to
hold the interest of your audience but not so much that it becomes
overwhelming. Also remember that there was a lot of verbal material
presented along with the provided example powerpoint presentation, so
you should not simply have everything you want to say on your slides.
A good rule of thumb is to use each point on each slide as a cue to
remind you to make a more substantial statement.
Possible Presentation Topics:
Select a topic that your group will address. FYI, Jarrod will only
allow one presentation about a particular topic, so have a backup in
mind just in case (it could probably be a variation of your original
topic—I am simply trying to reduce the potential for overlap).
REMEMBER: These are just examples! Please select something that is of
personal interest!
1) Major treatments for Autism-spectrum disorders
2) Tourette syndrome and its impact on socialization
3) Does self-esteem influence school and/or work performance? If so,
how? Can those with poor self-esteem be helped?
4) What does research say about the pros and cons of preschools (or
parents) trying to teach children math and reading skills at a very
young age (e.g., before age 6)?
5) What does current research say about the impact of different
punishment styles (e.g., corporal punishment, timeout, removal of
privileges, etc.) on a child’s emotional well-being (and/or their
behavior)?
No matter the topic you select, you must email Jarrod to receive
approval of your topic no later than 11:59pm on Friday, February 19.
You do not have to work out your final topic by this date, but at
least send 1-2 ideas so that you can receive feedback to help narrow
your selection.
List of Approved Journals:
You may select papers published in the following journals after the
year 2006. Because you will be required to include the full citation
for the source of the article (in APA format; see below), you will
want to make sure you make a note of this information while
constructing your presentation.
If you select articles from a journal other than one of those on the
approved list, go to the journal’s website and make sure that articles
submitted to the journal are subjected to a peer-review process prior
to publication. If you cannot determine this yourself and have
concerns about whether the articles are appropriate, please email
Jarrod the PDF for approval. Please do the same for books (an Amazon
link will suffice). FYI, it is very likely you will find information
from a journal not listed below because there are MANY that are
unlisted. To find journals via our library, go here:
http://libguides.uwec.edu/databases and select “Psychology.” You can
then search these databases (e.g., PsycINFO) for research related to
your area(s) of interest.
American Journal of Psychology
Applied Cognitive Psychology
Behavioral Neuroscience
Child Development
Clinical Psychology and Psychotherapy
Cognition
Cognitive Psychology
Cognitive Science
Developmental Psychology
Infancy
Journal of Abnormal Psychology
Journal of Child Language
Journal of Cognitive Neuroscience
Journal of Community and Applied Social Psychology
Journal of Community Psychology
Journal of Comparative Psychology
Journal of Cross-Cultural Psychology
Journal of Environmental Psychology
Journal of Experimental Child Psychology
Journal of Experimental Psychology: Human Perception and Performance
Journal of Experimental Psychology: Learning Memory and Cognition
Journal of Memory and Language
Journal of Personality and Social Psychology
Memory and Cognition
Neuropsychology
Psychology and Aging
Psychonomic Bulletin and Review
See http://owl.english.purdue.edu/owl/resource/560/01/ for guidelines
regarding APA-formatted citations and reference lists.
Example of APA format for the References slide at the end of your
presentation (for a typical journal article):
Author, A. A., Author, B. B., & Author, C. C. (Year). Title of
article. Title of periodical,
volume number, pages.
Examples of APA format for In-text Citations (to include on
informative slides):
*
Smith and Jones (2008) found that autistic children perform worse
on . . .
*
It has been found that autistic children perform worse on . . .
(Smith & Jones, 2008).
*
Smith and Jones (2008) noted that “autistic children are unable to
. . .” (p. 325).
*
It has been noted that “autistic children are unable to . . .”
(Smith & Jones, 2008, p. 325).
Relevant due dates and components of your grade (55 total points):
Friday, February 19, by 11:59pm:
One group member must email Jarrod a list of members in their group.
Only one member of each group should contact Jarrod, but the other
group members should be CC'd on the email so they know this has been
accomplished. Groups are to contain 3 members AND EVERY STUDENT MUST
BE A PART OF A GROUP. (5 points)
A D2L discussion (“Presentation groups”) has been started to assist
you in finding group members.
Friday, February 26, by 11:59pm:
Presentation topics (or topic ideas) are due via email. Only one
member of each group should contact Jarrod, but the other group member
should be CC'd on the email so they know this has been accomplished.
(5 points)
Friday, April 1, by 11:59pm:
Presentation rough drafts (powerpoints and outlines of verbal
material) are due via D2L dropbox (“Presentation Rough Draft”).
Include the verbal material that will go with each slide in the
comments section of each powerpoint slide. Jarrod will provide
feedback about these materials to enhance their quality for your final
presentation so that you can make the suggested modifications and
practice for the final presentation. (5 points)
Friday, April 22, by 11:59pm:
The near-final version of your presentation materials (powerpoints and
your verbal content) are due via D2L dropbox (“Presentation Final
Draft”). Note that the PPT slides will be distributed to class as a
PDF handout to facilitate note-taking, but the notes you make to
yourselves will not be distributed. (5 points)
Jarrod will assign each group a day and time to present using a random
number generator and will send this information out via email. This
may add to your stress, but it will also help ensure that every group
is (or should be) equally prepared to present on Day 1.
Tuesday / Thursday May 3, 5, 10, 12:
Presentations will be given during class. Four will be given each day,
with up to five additional minutes for questions and comments
following each presentation. The remaining grade components will be
assessed as follows:
Your presentation adheres to the 10-minute limit, plus or minus one
minute. You will be timed. If multiple people are involved in
presenting material to class, make sure to practice together in order
to handle transitions smoothly. These are very easy points to gain or
lose, and this depends primarily on your amount of prior practice. (5
points)
Your presentation materials (e.g., powerpoint slides, videos, music,
images, etc.) are constructed coherently and effectively and at a
level of detail appropriate for your audience. Hint: Do not overload
your slides with text. Use the slides to illustrate points briefly and
to support further verbal elaboration by you, the presenter. (10
points)
Your verbal information is presented coherently and at a volume level
appropriate for the class. You may choose to have only one group
member participate in the actual presentation or you may each do a
portion of it, but you need to convey meaningful content to the class
(i.e., “dig in” to your topic a bit, beyond what we might have
discussed in class). You do not have to be specific about every detail
of every piece of research to which you refer, but if something is
especially unique or interesting, consider pointing it out (for
example, if you think that a certain aspect of their methodology
influenced their results and this difference in method accounts for
the disagreement in findings between that research and others).
Assuming your topic allows for such elaboration, discuss the
similarities and differences that exist between your various research
articles and, if possible, the material we discussed in class or that
which is found in your textbook. You should also have good eye
contact, grammar, and confidence in yourself! You can do it! Practice
saying the words that you want to come out of your mouth during your
presentation. “Winging it” rarely works out. (10 points)
Friday, May 13, by 11:59pm:
The final part of your grade will be derived from a final assessment
of your own contribution to the presentation and assessments made for
you by other group members. A rubric will be provided on D2L (under
CONTENT) for this final assessment, to be turned in via dropbox
(“Group Member Evaluation”) so as to allow for private, hopefully
honest, responses from everyone. (10 points)

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