Of the 10,000 neuropsychological assessments performed, how many cases involved probable malingering?

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  1. Of the 10,000 neuropsychological assessments performed, how many cases involved probable malingering?
  2. Probable malingering was present in how many medical cases not related to litigation or compensation claims?
  3. What does Dr. Larrabee state about malingering cases?
  4. Why do patients pretend to be sick?
  5. What is motivating people to fake illness?
  6. Why is difficult to detect malingering?
  7. Where do patients go to learn the symptoms of their condition? How can this be problematic for detecting malingering?
  8. What is a key barrier to pinpointing malingering?
  9. What are some signs that the patient may be faking?
  10. Why is malingering a problem in the healthcare field?
  11. What are some questions doctors should ask themselves?
  12. Review how to identify a malinger. Is there anything else you can think of to detect malingering?

Stress and Quality of Life

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Stress and Quality of Life

Normative and non-normative events help us understand how change and stress may impact our quality of life. Using the South University Library, locate 2 scholarly journal articles written in the last 5-6 years on how change and/or stress can impact a person’s life. Look especially for how sudden, unanticipated (non-normative events) events can impact a person’s quality of life.

  • Write a summary.
  • Describe the main points of the article and how they relate to the week’s course and text readings.

Use the lessons and vocabulary found in the readings. Your responses should clarify your understanding of the topic and should be original and free from plagiarism. Follow APA guidelines for the writing style, spelling and grammar, and citation of sources.

  • 3

Discussion 1: Task Groups

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Discussion 1: Task Groups

Group work is a commonly used method within school settings. Because peer interaction is important in the emotional and social development of children, the task group can serve as a wonderful therapeutic setting and tool; however, many factors should be considered when implementing this type of intervention.

For this Discussion, read the Van Velsor (2009) article.

· Post your understanding of task groups as an intervention for children.

· Use the model for effective problem solving to compare and contrast (how to identify the problem, develop goals, collect data).

· How does this model differ from a traditional treatment group?

· What are the advantages and possible disadvantages of this model?

· Describe how you might use this model for adults.

· What populations would most benefit from this model?

what would be some advantages and drawbacks of such a pill from a personal standpoint? 

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There are many reasons that we need to sleep.  It is a restorative process that helps us function.  Suppose that a new “miracle pill” allows a person to function with only one hour of sleep per night.  However, because a night’s sleep is so short, a person who takes the pill will never dream again.  Knowing what you do about the functions of sleep and dreaming, what would be some advantages and drawbacks of such a pill from a personal standpoint?  Would you take such a pill?  You should offer at least one citation to support your work.

Interview 2

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Interview 2

1. Describe some student behaviors that you observe in your undergraduate classes that are problematic. What made them problematic? Give me an example from last week.

Some problematic behaviors are texting or surfing the Internet with cell phones during class, and talking to peers while I am trying to teach. Some students sit at the back of the classroom and state that they cannot hear. When asked to move up, they do not want to. Students sometimes do not prepare for class in terms of reading and/or pre-work. Then, the class does not progress as intended due to the fact that I have to direct teach the background information. This puts us behind schedule and does not let the students process information at the level needed. Other times I have an activity scheduled and students balk at the hands-on approach, preferring to “sit and get.” Last week, I had assigned a case study for students to read and be prepared to interact with others in their group to develop a solution. Not all of the students in two of the groups had done their part of the assignment or weren’t properly prepared, so this left the entire group without the ability to complete the classroom activity.

2.  Based on teaching experiences, how would you define incivility?

Incivility includes student or faculty behaviors that impact the culture and community of the class. Incivility can also include actions taken by students and/or faculty that interfere with teaching and learning.

3. What are some behaviors you would describe as uncivil? When was the last time this occurred? What happened?

· Students will text during class when I am trying to lecture or teach.

· Students will forget to set their cell phones to silent or will take a phone call during class time, starting the conversation even before they get out of the room.

· Students will come to class late and then disrupt class by asking the instructor to get them caught up.

· Students will “surf” the Internet rather than work on the class assignment.

· This happens on a regular basis in class. I think sometimes students feel that since they are paying for the classes, they can do what they want during class time.

4. Can you share one or two examples of student incivility that you have experienced in classes?

· I had one student in an online class who disagreed with the content on learning styles. He took one source that disputed the validity of learning styles as the sole word on the topic. Then, he was combative in the discussion forums, challenging others to the point that two students e-mailed me with concerns and refused to interact with him.

· Sometimes students challenge a grade. When I ask them to highlight where they feel they have addressed the part of the grade they challenged, they can’t do so and then still believe their grade should be changed.

5. How do you feel when students are uncivil?

Primarily, I feel disrespected and hurt. I go to great lengths to prepare for classes and don’t understand why students don’t want to engage and learn. When students are uncivil to each other, I feel the need to step in and focus the conversation and learning.

6.  What factors or situations contribute to student incivility in your classes?

· Students can actively contribute to incivility by interrupting class with ringing cell phones, talking above the lecture, coming in late, and leaving early. Not being prepared for class contributes to negative feelings among and between peers, especially during active learning. One unprepared student can impact the entire group.

· Students can passively demonstrate incivility by surfing the Internet, playing games on the cell phone, texting, etc.

7.  What strategies do you use to handle incidents of student incivility in your classes?

· I post a detailed syllabus and classroom policies that include a schedule and assignments so students can work ahead.

· In the beginning stages of a class I ask the students to create a set of norms that we can all follow to establish expectations for how we will treat each other.

· I am present and active in classroom discussions and in the discussion forum to redirect students if needed.

· Most importantly, I model the behaviors that I would like to see in students.

Week 8: Correlation and Bivariate Regression

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Week 8: Correlation and Bivariate Regression

Correlation tests are some of the most widely used tests; unfortunately, they are also some of the most misinterpreted tests. The term correlation is frequently used in a colloquial sense, but has a very specific definition within the context of statistics. As a critical consumer of research, after this week you will be able to properly interpret the strengths and weaknesses of this specific test.

Perhaps the most exciting part of this week’s activities is the introduction to ordinary least squares regression. This form of linear regression is frequently referred to as the “workhorse” of the social sciences, and for good reason. It is one of the most widely used statistical tests.

In this week, you will examine correlation and bivariate regression. In your examination you will construct research questions, evaluate research design, and analyze results related to correlation and bivariate regression.

Learning Objectives

Students will:

· Construct research questions

· Evaluate research design through research questions

· Analyze correlation and bivariate regression

· Analyze measures for correlation and bivariate regression

· Analyze significance of correlation and bivariate regression

· Analyze results for correlation and bivariate regression testing

· Analyze assumptions of correlation and bivariate regression

· Analyze implications for social change

· Evaluate research related to correlation and bivariate regression

Learning Resources

Required Readings

Frankfort-Nachmias, C., & Leon-Guerrero, A. (2018). Social statistics for a diverse society (8th ed.). Thousand Oaks, CA: Sage Publications.

· Chapter 12, “Regression and Correlation” (pp. 325-371)

Wagner, W. E. (2016). Using IBM® SPSS® statistics for research methods and social science statistics (6th ed.). Thousand Oaks, CA: Sage Publications.

· Chapter 8, “Correlation and Regression Analysis”

Walden University Library. (n.d.). Course Guide and Assignment Help for RSCH 8210. Retrieved from http://academicguides.waldenu.edu/rsch8210

For help with this week’s research, see this Course Guide and related weekly assignment resources.

Magnusson, K. (n.d.). Welcome to Kristoffer Magnusson’s blog about R, Statistics, Psychology, Open Science, Data Visualization [blog]. Retrieved from http://rpsychologist.com/index.html

As you review this web blog, select New d3.js visualization: Interpreting Correlations link, once you select the link, follow the instructions to view the interactive for interpreting correlations. This interactive will help you to visualize and understand correlations between two variables.

Note: This is Kristoffer Magnusson’s personal blog and his views may not necessarily reflect the views of Walden University faculty.

Document: Walden University: Research Design Alignment Table

Datasets

Document: Data Set 2014 General Social Survey (dataset file)

Use this dataset to complete this week’s Discussion.

Note: You will need the SPSS software to open this dataset.

Document: Data Set Afrobarometer (dataset file)

Use this dataset to complete this week’s Assignment.

Note: You will need the SPSS software to open this dataset.

Document: High School Longitudinal Study 2009 Dataset (dataset file)

Use this dataset to complete this week’s Assignment.

Note: You will need the SPSS software to open this dataset.

Required Media

Laureate Education (Producer). (2016b). Correlation and bivariate regression [Video file]. Baltimore, MD: Author.

 

Note: The approximate length of this media piece is 9 minutes.

 

In this media program, Dr. Matt Jones demonstrates correlation and bivariate regression using the SPSS software.

 

Accessible player

Optional Resources

Correlation

Klingenberg, B. (2016). Correlation game. Retrieved from https://istats.shinyapps.io/guesscorr/

Use the following app/weblink for an interactive visual display of correlation slopes.

Regression

Klingenberg, B. (2016). Explore linear regression. Retrieved from https://istats.shinyapps.io/ExploreLinReg/

Use the following app/weblink for an interactive visual display of regression slopes.

Skill Builder: Interpreting Correlation and Regression Coefficients

To access these Skill Builders, navigate back to your Blackboard Course Home page, and locate “Skill Builders” in the left navigation pane. From there, click on the relevant Skill Builder link for this week.

You are encouraged to click through these and all Skill Builders to gain additional practice with these concepts. Doing so will bolster your knowledge of the concepts you’re learning this week and throughout the course.

Discussion: Correlation and Bivariate Regression

Whether in a scholarly or practitioner setting, good research and data analysis should have the benefit of peer feedback. For this Discussion, you will perform an article critique on correlation and bivariate regression. Be sure and remember that the goal is to obtain constructive feedback to improve the research and its interpretation, so please view this as an opportunity to learn from one another.

To prepare for this Discussion:

· Review the Learning Resources and the media programs related to correlation and regression.

· Search for and select a quantitative article specific to your discipline and related to correlation or regression. Help with this task may be found in the Course guide and assignment help linked in this week’s Learning Resources. Also, you can use as guide the Research Design Alignment Table located in this week’s Learning Resources.

By Day 3

Write a 3- to 5-paragraph critique of the article. In your critique, include responses to the following:

1. What is the research design used by the authors?

2. Why did the authors use correlation or bivariate regression?

3. Do you think it’s the most appropriate choice? Why or why not?

4. Did the authors display the data?

5. Do the results stand alone? Why or why not?

6. Did the authors report effect size? If yes, is this meaningful?

Be sure to support your Main Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

Assignment: Testing for Correlation and Bivariate Regression

You had the chance earlier in the week to perform an article critique on correlation and simple linear regression and obtain peer feedback. Hopefully you are excited about the potential these tests hold; equally important is that you recognize some of their weaknesses. Now, it is once again time to put all of that good brainstorming to use and answer a social research question with the correlation and simple linear regression. As you begin the Assignment, be sure and pay close attention to the assumptions of the test. Specifically, make sure that your variables are metric level variables that can easily be interpreted in these tests.

For this Assignment, you will examine correlation and bivariate regression testing.

To prepare for this Assignment:

· Review this week’s Learning Resources and media program related to regression and correlation.

· Using the SPSS software, open the Afrobarometer dataset or the High School Longitudinal Study dataset (whichever you choose) found in the Learning Resources for this week.

· Based on the dataset you chose, construct a research question that can be answered with a Pearson correlation and bivariate regression.

· Once you perform your correlation and bivariate regression analysis, review Chapter 11 of the Wagner text to understand how to copy and paste your output into your Word document.

For this Assignment:

Write a 2- to 3-paragraph analysis of your correlation and bivariate regression results for each research question. Do not forget to evaluate if the correlation and bivariate regression assumptions are met and report the effect size. In your analysis, display the data for the output. Based on your results, provide an explanation of what the implications of social change might be.

Use proper APA format, citations, and referencing for your analysis, research question, and display of output.