Category: Psychology

  • [Solved] Group Dynamics

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    see attachment – 2 years ago **files (1)** – ## GDmodule1VideoAnalysis.docx **## GDmodule1VideoAnalysis.docx** _Video Analysis_ After reflecting on the ideas presented in the video mentioned in the module: Educationleaves. (2024, January 29). _What is group dynamics? | Meaning, types, importance, s…

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    Assignment Prompt & Instructions

    see attachment

    – 2 years ago

    **files (1)**

    – ## GDmodule1VideoAnalysis.docx

    **## GDmodule1VideoAnalysis.docx**

    _Video Analysis_

    After reflecting on the ideas presented in the video mentioned in the module:

    Educationleaves.  (2024, January 29).
    _What is group dynamics? | Meaning, types, importance, stages_ [Video]. YouTube.
    [https://www.youtube.com/watch?v=OUJJgktZqTw Links to an external site.](https://www.youtube.com/watch?v=OUJJgktZqTw)

    Answer the following questions:

    · What essential elements must a group have?

    · How do groups develop, and how can one group be distinguished from another?

    · In your opinion, how does group membership affect our development as human beings?

    Then, each student will provide respectful feedback to what has been presented by two (2) classmates. Be sure to indicate:

    · Your opinion on what was presented.

    · If you agree, explain why.

    · If you disagree, offer alternatives or complement the information respectfully.

    Remember to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-discussions) for your submission.

    **Submission Instructions:**

    · Submit your initial discussion post by 11:59 PM Eastern on Wednesday.

    · Contribute a minimum of 350 words for your initial post. It should include at least 2 academic sources, formatted and cited in APA.

    · Respond to at least two of your classmates' discussion posts by 11:59 PM Eastern on Sunday. Ask a question, and provide a different viewpoint.

    **## GDmodule1VideoAnalysis.docx**

    _Video Analysis_

    After reflecting on the ideas presented in the video mentioned in the module:

    Educationleaves.  (2024, January 29).
    _What is group dynamics? | Meaning, types, importance, stages_ [Video]. YouTube.
    [https://www.youtube.com/watch?v=OUJJgktZqTw Links to an external site.](https://www.youtube.com/watch?v=OUJJgktZqTw)

    Answer the following questions:

    · What essential elements must a group have?

    · How do groups develop, and how can one group be distinguished from another?

    · In your opinion, how does group membership affect our development as human beings?

    Then, each student will provide respectful feedback to what has been presented by two (2) classmates. Be sure to indicate:

    · Your opinion on what was presented.

    · If you agree, explain why.

    · If you disagree, offer alternatives or complement the information respectfully.

    Remember to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-discussions) for your submission.

    **Submission Instructions:**

    · Submit your initial discussion post by 11:59 PM Eastern on Wednesday.

    · Contribute a minimum of 350 words for your initial post. It should include at least 2 academic sources, formatted and cited in APA.

    · Respond to at least two of your classmates' discussion posts by 11:59 PM Eastern on Sunday. Ask a question, and provide a different viewpoint.

  • [Solved] Discussion

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (5)** – ## DiscussionBoard.docx – ## CULTPSY3_Chapter13_PDFHandout.pdf – CULTPSY3_Chapter11_PDFHandout.pdf – CULTPSY3_Chapter12_PDFHandout.pdf – CULTPSY3_Chapter14_PPT.pdf **## DiscussionBoard.docx** **Discussion Board** You will be required to participate in the eight …

    Instant Solution Download

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (5)**

    – ## DiscussionBoard.docx

    – ## CULTPSY3_Chapter13_PDFHandout.pdf

    – CULTPSY3_Chapter11_PDFHandout.pdf
    – CULTPSY3_Chapter12_PDFHandout.pdf
    – CULTPSY3_Chapter14_PPT.pdf

    **## DiscussionBoard.docx**

    **Discussion Board**

    You will be required to participate in the eight discussion prompts posted on the Canvas Discussion Board throughout the course of the semester. These will relate to assigned course materials. Your responses should incorporate course content assigned during that week and should be approximately 250 words (total, for both prompts).

    Please select and reply to two of the prompts below

    1. “It is valid to suggest that some cultures are morally superior to others.” Do you agree or disagree with this statement? Explain your conclusion by basing it on evidence from one of the moral psychological models discussed in your textbook.

    2. Create a diagram that shows how the different levels of Kohlberg’s model of moral reasoning, Shweder’s different codes of ethics, and the five different moral intuitions are related to each other.

    3. An orthodox religious adherent is debating with a progressive religious adherent about abortion. They each provide a certain number of justifications for their perspectives. In the space below, for each religious adherent, graph out how many statements one would expect to correspond to each moral intuition based on the relationship between codes of ethics and moral intuitions.

    4. In trying to summarize research on punishment and cooperation for your supervisor, you decide to draw a line graph that separately predicts cooperation within a culture based on a culture’s willingness to engage in (a) antisocial punishment and (b) altruistic punishment. Draw such a line graph.

    5. You are surveying computer stores in individualistic and collectivistic cultures to determine what system they use to pay their sales employees. System 1 is to pay based on meritocracy. System 2 is to pay everyone the same amount of money each month. Draw a bar graph that portrays the proportion of individualistic companies and collectivistic companies that use each salary system.

    **## CULTPSY3_Chapter13_PDFHandout.pdf**

    1

    Lecture PowerPoint
    Slides

    By
    Benjamin Cheung

    Cultural Psychology
    Third Edition

    Steven J. Heine

    Chapter 13—Physical Health

    © 2016 by W. W. Norton & Company

    Chapter Objectives

     In this chapter, you will:

    • Discuss various biological variations across different cultural
    populations

    • Explain the process of culture-gene coevolution

    • Provide examples of culture-gene coevolution

    • Discuss various acquired physical variations across different
    cultural populations

    • Understand explanations that account for the physical variations
    across different cultural populations

    © 2016 by W. W. Norton & Company

    2

    Chapter Objectives

     In this chapter, you will:

    • Explain how cultures differ in sleep and perceptions of sleep

    • Discuss how socioeconomic status predicts physical health

    • Explain how ethnicity predicts physical health

    • Explain the epidemiological paradox

    • Discuss cultural variation in the metaphors used to conceptualize
    medicine

    • Discuss the distribution of laypersons’ and doctors' medical
    attitudes

    © 2016 by W. W. Norton & Company

    Overriding Theme
    in This Chapter

     Despite the notion that physical health is a
    biological issue, it is still strongly related to
    many psychological variables.

    © 2016 by W. W. Norton & Company

    Human Biological Variability

     Human biology varies across cultures, and
    such variability has two different
    explanations/mechanisms:
    • Innate biological differences = result of

    selection pressures

    • Acquired biological differences = cultural
    effects on one’s biology, independent of
    genes

    © 2016 by W. W. Norton & Company

    3

    Innate Biological Variability

     Humans, like all organisms, evolve due to
    selective pressures in their environments.

     Different environments have different
    selection pressures, leading different
    populations to evolve different traits.

     The most salient example of genetic
    variability of humans across different
    populations is skin color.

    © 2016 by W. W. Norton & Company

    Innate Biological Variability

     Skin color strongly correlates with
    ultraviolet radiation (UVR) that reaches
    different parts of the globe.
    • Light skin allows sufficient UVR to synthesize

    Vitamin D.

    • Dark skin prevents over-absorption of UVR,
    and prevents breakdown of folic acid.

     Much evidence shows that UVR levels
    across the globe correlate strongly with
    skin color.

    © 2016 by W. W. Norton & Company

    Innate Biological Variability

     Skin color is an example of geographical
    influences on population variation in the
    human genome.

     Cultural factors can also influence
    genomic variation.
    • For example, cow domestication has led to

    the development of a mutation that allows us
    to process milk.

    © 2016 by W. W. Norton & Company

    4

    Innate Biological Variability

     Another example of this is when people
    began farming yams in Africa.
    • Required the clearing of forests  standing

    pools of water  malaria-carrying mosquitoes

    • This cultural practice of yam farming ended up
    leading to the biological adaptation of
    resistance to malaria.

    © 2016 by W. W. Norton & Company

    Innate Biological Variability

    © 2016 by W. W. Norton & Company

    Acquired Biological Variability

     Moken young children swim underwater to
    retrieve seafood.

     They have thus developed twice the
    underwater visual acuity as European
    children.

    © 2016 by W. W. Norton & Company

    Normal pupil

    Moken pupil
    under water

    5

    Acquired Biological
    Variability—Obesity

    © 2016 by W. W. Norton & Company

    Source: Behavioral Risk Factor Surveillance System, CDC.

    Obesity Trends* Among U.S. Adults
    BRFSS, 1990, 2000, 2010

    Acquired Biological
    Variability—Obesity

    © 2016 by W. W. Norton & Company

    1990 2000

    2010

    No Data <10% 10%–14% 15%–19% 20%–24% 25%–29% ≥30%

    (*BMI 30, or about 30 lbs. overweight for 5’4” person)

    Acquired Biological
    Variability—Obesity

     Some explanations include:
    • Greater reliance on high-calorie foods (e.g.

    fast foods, sodas)

    • Larger portion sizes

    • More sedentary lifestyle

    • Suburban lifestyle—more driving, less
    exercise

    © 2016 by W. W. Norton & Company

    6

    Acquired Biological
    Variability—Obesity

     Within the West, there is considerable
    variation in obesity rates.

     France has one-fifth the obesity rate of the
    United States.
    • This despite French food being high in fat and

    sugars

    • French have higher blood cholesterol than
    Americans but less heart disease.

    • Why?
    © 2016 by W. W. Norton & Company

    Acquired Biological
    Variability—Obesity

     French still eat significantly less calories a
    day than Americans.
    • This is due to the cultural environment that

    affects portion sizes and attitudes toward food.

     People eat what’s given to them, portioned.

     Indeed, in comparison to portion sizes in the
    France:
    • U.S. yogurt containers are 80% larger.

    • McDonald’s serves 70% more fries in the United
    States per container.

    © 2016 by W. W. Norton & Company

    Acquired Biological
    Variability—Obesity

    © 2016 by W. W. Norton & Company

    7

    Acquired Biological
    Variability—Height

    © 2016 by W. W. Norton & Company

    Late 19th Century Today

    5'8" (1.73 m)

    5'5" (1.65 m)

    5'10" (1.78 m)

    6'1" (1.85 m)

    Acquired Biological
    Variability—Height

     Economic wealth of a country has close
    ties with the height of its people.
    • More wealth brings healthier diet (more

    vitamins and nutrients), especially at ages
    when growth spurts occur.

    • Fluctuations of countries’ heights across time
    have coincided with broad societal changes
    that have an impact on diet.

    © 2016 by W. W. Norton & Company

    Culture and Sleep

    © 2016 by W. W. Norton & Company

    8

    Culture and Sleep

    © 2016 by W. W. Norton & Company

     Before electric lighting, people’s sleeping
    cycle actually had two phases.
    • First, people went to sleep for a few hours a

    little after sunset.
    » They woke up in the middle of the night, during

    which they engaged in some leisurely activities.

    • Then they slept for a few hours again until
    around dawn

    Culture and Sleep

    © 2016 by W. W. Norton & Company

    Culture and Health

     Socioeconomic Status (SES).

    © 2016 by W. W. Norton & Company

    9

    Culture and Health

    © 2016 by W. W. Norton & Company

    Culture and Health

    © 2016 by W. W. Norton & Company

     Psychosocial variables :
    • Personality characteristics

    » Hostility and pessimism

    » Sense of hostility and pessimism leads to poorer
    health

    • Cognitive resources
    » Poverty preoccupies people with having to make

    difficult choices and trade-offs for survival.

    Acquired Biological
    Variability—Health

     One important variable is stress, which
    affects health in two ways:
    • Stress leads people to engage in unhealthy

    habits.

    • Stress weakens the immune system.

     Some environments can induce more
    stress.
    • E.g. New York City has been shown to make

    people more stressed.

    © 2016 by W. W. Norton & Company

    10

    Culture and Health

    © 2016 by W. W. Norton & Company

    Low
    SES
    Low
    SES

    Low
    Control

    Low
    Control

    Poor HealthPoor Health

    High
    SES
    High
    SES

    High
    Control

    High
    Control

    Good HealthGood Health

    Culture and Health

    © 2016 by W. W. Norton & Company

    Acquired Biological
    Variability—Health

     Ethnicity is also a factor implicated in the
    link between SES and health

     In the United States, African Americans
    and Hispanic Americans have been
    studied extensively in terms of their health
    outcomes compared to European
    Americans.

    © 2016 by W. W. Norton & Company

    11

    Culture and Health

    © 2016 by W. W. Norton & Company

    Culture and Health

    © 2016 by W. W. Norton & Company

     This unexpected pattern has been called
    the epidemiological paradox.

     One explanation is that Hispanic
    Americans engage in healthier behaviors
    then European Americans.

    » Drinking and smoking less

    » More social support from large communities

    » High level of positive affect

    Medicine and Culture

    © 2016 by W. W. Norton & Company

     Medicine varies greatly by culture
    • Non-Western societies making use of

    traditional medicine agreeing that diseases
    are due to supernatural causes, such as
    witches, demons, or ghosts.

    • Modern Western medicine relies on the
    scientific method, using controlled
    experiments that are shared internationally,
    and not considering supernatural causes to
    be good explanations for illness.

    12

    Medicine and Culture

     Differences in Western medicine
    • In France, the metaphor of the body is the “terrain,”

    which emphasizes a sense of balance.
    » French doctors prescribe more long rests and spa visits.

    » Dirt and germs can strengthen one’s terrain; thus, there is
    less emphasis on daily bathing.

    • The U.S. metaphor of the body is a machine.
    » American doctors are more likely to do surgery (to fix

    malfunctioning parts).

    » Germs are key threat to health; thus, doctors prescribe more
    antibiotics than anywhere else.

    © 2016 by W. W. Norton & Company

    Medicine and Culture

    © 2016 by W. W. Norton & Company

    Summary

     Both geographical and cultural variables
    have an impact on one’s biology (both
    genotypic and phenotypic).

     Such impact can have profound
    consequences, as in the cases of obesity
    and mortality rates.

     Even the profession of medicine is not
    immune to the effects of culture.

    © 2016 by W. W. Norton & Company

    **CULTPSY3_Chapter11_PDFHandout.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cultpsy3-chapter11-pdfhandout-pdf)

    **CULTPSY3_Chapter12_PDFHandout.pdf**

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    **CULTPSY3_Chapter14_PPT.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cultpsy3-chapter14-ppt-pdf)

    **CULTPSY3_Chapter14_PPT.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cultpsy3-chapter14-ppt-pdf)

    **## DiscussionBoard.docx**

    **Discussion Board**

    You will be required to participate in the eight discussion prompts posted on the Canvas Discussion Board throughout the course of the semester. These will relate to assigned course materials. Your responses should incorporate course content assigned during that week and should be approximately 250 words (total, for both prompts).

    Please select and reply to two of the prompts below

    1. “It is valid to suggest that some cultures are morally superior to others.” Do you agree or disagree with this statement? Explain your conclusion by basing it on evidence from one of the moral psychological models discussed in your textbook.

    2. Create a diagram that shows how the different levels of Kohlberg’s model of moral reasoning, Shweder’s different codes of ethics, and the five different moral intuitions are related to each other.

    3. An orthodox religious adherent is debating with a progressive religious adherent about abortion. They each provide a certain number of justifications for their perspectives. In the space below, for each religious adherent, graph out how many statements one would expect to correspond to each moral intuition based on the relationship between codes of ethics and moral intuitions.

    4. In trying to summarize research on punishment and cooperation for your supervisor, you decide to draw a line graph that separately predicts cooperation within a culture based on a culture’s willingness to engage in (a) antisocial punishment and (b) altruistic punishment. Draw such a line graph.

    5. You are surveying computer stores in individualistic and collectivistic cultures to determine what system they use to pay their sales employees. System 1 is to pay based on meritocracy. System 2 is to pay everyone the same amount of money each month. Draw a bar graph that portrays the proportion of individualistic companies and collectivistic companies that use each salary system.

    **## CULTPSY3_Chapter13_PDFHandout.pdf**

    1

    Lecture PowerPoint
    Slides

    By
    Benjamin Cheung

    Cultural Psychology
    Third Edition

    Steven J. Heine

    Chapter 13—Physical Health

    © 2016 by W. W. Norton & Company

    Chapter Objectives

     In this chapter, you will:

    • Discuss various biological variations across different cultural
    populations

    • Explain the process of culture-gene coevolution

    • Provide examples of culture-gene coevolution

    • Discuss various acquired physical variations across different
    cultural populations

    • Understand explanations that account for the physical variations
    across different cultural populations

    © 2016 by W. W. Norton & Company

    2

    Chapter Objectives

     In this chapter, you will:

    • Explain how cultures differ in sleep and perceptions of sleep

    • Discuss how socioeconomic status predicts physical health

    • Explain how ethnicity predicts physical health

    • Explain the epidemiological paradox

    • Discuss cultural variation in the metaphors used to conceptualize
    medicine

    • Discuss the distribution of laypersons’ and doctors' medical
    attitudes

    © 2016 by W. W. Norton & Company

    Overriding Theme
    in This Chapter

     Despite the notion that physical health is a
    biological issue, it is still strongly related to
    many psychological variables.

    © 2016 by W. W. Norton & Company

    Human Biological Variability

     Human biology varies across cultures, and
    such variability has two different
    explanations/mechanisms:
    • Innate biological differences = result of

    selection pressures

    • Acquired biological differences = cultural
    effects on one’s biology, independent of
    genes

    © 2016 by W. W. Norton & Company

    3

    Innate Biological Variability

     Humans, like all organisms, evolve due to
    selective pressures in their environments.

     Different environments have different
    selection pressures, leading different
    populations to evolve different traits.

     The most salient example of genetic
    variability of humans across different
    populations is skin color.

    © 2016 by W. W. Norton & Company

    Innate Biological Variability

     Skin color strongly correlates with
    ultraviolet radiation (UVR) that reaches
    different parts of the globe.
    • Light skin allows sufficient UVR to synthesize

    Vitamin D.

    • Dark skin prevents over-absorption of UVR,
    and prevents breakdown of folic acid.

     Much evidence shows that UVR levels
    across the globe correlate strongly with
    skin color.

    © 2016 by W. W. Norton & Company

    Innate Biological Variability

     Skin color is an example of geographical
    influences on population variation in the
    human genome.

     Cultural factors can also influence
    genomic variation.
    • For example, cow domestication has led to

    the development of a mutation that allows us
    to process milk.

    © 2016 by W. W. Norton & Company

    4

    Innate Biological Variability

     Another example of this is when people
    began farming yams in Africa.
    • Required the clearing of forests  standing

    pools of water  malaria-carrying mosquitoes

    • This cultural practice of yam farming ended up
    leading to the biological adaptation of
    resistance to malaria.

    © 2016 by W. W. Norton & Company

    Innate Biological Variability

    © 2016 by W. W. Norton & Company

    Acquired Biological Variability

     Moken young children swim underwater to
    retrieve seafood.

     They have thus developed twice the
    underwater visual acuity as European
    children.

    © 2016 by W. W. Norton & Company

    Normal pupil

    Moken pupil
    under water

    5

    Acquired Biological
    Variability—Obesity

    © 2016 by W. W. Norton & Company

    Source: Behavioral Risk Factor Surveillance System, CDC.

    Obesity Trends* Among U.S. Adults
    BRFSS, 1990, 2000, 2010

    Acquired Biological
    Variability—Obesity

    © 2016 by W. W. Norton & Company

    1990 2000

    2010

    No Data <10% 10%–14% 15%–19% 20%–24% 25%–29% ≥30%

    (*BMI 30, or about 30 lbs. overweight for 5’4” person)

    Acquired Biological
    Variability—Obesity

     Some explanations include:
    • Greater reliance on high-calorie foods (e.g.

    fast foods, sodas)

    • Larger portion sizes

    • More sedentary lifestyle

    • Suburban lifestyle—more driving, less
    exercise

    © 2016 by W. W. Norton & Company

    6

    Acquired Biological
    Variability—Obesity

     Within the West, there is considerable
    variation in obesity rates.

     France has one-fifth the obesity rate of the
    United States.
    • This despite French food being high in fat and

    sugars

    • French have higher blood cholesterol than
    Americans but less heart disease.

    • Why?
    © 2016 by W. W. Norton & Company

    Acquired Biological
    Variability—Obesity

     French still eat significantly less calories a
    day than Americans.
    • This is due to the cultural environment that

    affects portion sizes and attitudes toward food.

     People eat what’s given to them, portioned.

     Indeed, in comparison to portion sizes in the
    France:
    • U.S. yogurt containers are 80% larger.

    • McDonald’s serves 70% more fries in the United
    States per container.

    © 2016 by W. W. Norton & Company

    Acquired Biological
    Variability—Obesity

    © 2016 by W. W. Norton & Company

    7

    Acquired Biological
    Variability—Height

    © 2016 by W. W. Norton & Company

    Late 19th Century Today

    5'8" (1.73 m)

    5'5" (1.65 m)

    5'10" (1.78 m)

    6'1" (1.85 m)

    Acquired Biological
    Variability—Height

     Economic wealth of a country has close
    ties with the height of its people.
    • More wealth brings healthier diet (more

    vitamins and nutrients), especially at ages
    when growth spurts occur.

    • Fluctuations of countries’ heights across time
    have coincided with broad societal changes
    that have an impact on diet.

    © 2016 by W. W. Norton & Company

    Culture and Sleep

    © 2016 by W. W. Norton & Company

    8

    Culture and Sleep

    © 2016 by W. W. Norton & Company

     Before electric lighting, people’s sleeping
    cycle actually had two phases.
    • First, people went to sleep for a few hours a

    little after sunset.
    » They woke up in the middle of the night, during

    which they engaged in some leisurely activities.

    • Then they slept for a few hours again until
    around dawn

    Culture and Sleep

    © 2016 by W. W. Norton & Company

    Culture and Health

     Socioeconomic Status (SES).

    © 2016 by W. W. Norton & Company

    9

    Culture and Health

    © 2016 by W. W. Norton & Company

    Culture and Health

    © 2016 by W. W. Norton & Company

     Psychosocial variables :
    • Personality characteristics

    » Hostility and pessimism

    » Sense of hostility and pessimism leads to poorer
    health

    • Cognitive resources
    » Poverty preoccupies people with having to make

    difficult choices and trade-offs for survival.

    Acquired Biological
    Variability—Health

     One important variable is stress, which
    affects health in two ways:
    • Stress leads people to engage in unhealthy

    habits.

    • Stress weakens the immune system.

     Some environments can induce more
    stress.
    • E.g. New York City has been shown to make

    people more stressed.

    © 2016 by W. W. Norton & Company

    10

    Culture and Health

    © 2016 by W. W. Norton & Company

    Low
    SES
    Low
    SES

    Low
    Control

    Low
    Control

    Poor HealthPoor Health

    High
    SES
    High
    SES

    High
    Control

    High
    Control

    Good HealthGood Health

    Culture and Health

    © 2016 by W. W. Norton & Company

    Acquired Biological
    Variability—Health

     Ethnicity is also a factor implicated in the
    link between SES and health

     In the United States, African Americans
    and Hispanic Americans have been
    studied extensively in terms of their health
    outcomes compared to European
    Americans.

    © 2016 by W. W. Norton & Company

    11

    Culture and Health

    © 2016 by W. W. Norton & Company

    Culture and Health

    © 2016 by W. W. Norton & Company

     This unexpected pattern has been called
    the epidemiological paradox.

     One explanation is that Hispanic
    Americans engage in healthier behaviors
    then European Americans.

    » Drinking and smoking less

    » More social support from large communities

    » High level of positive affect

    Medicine and Culture

    © 2016 by W. W. Norton & Company

     Medicine varies greatly by culture
    • Non-Western societies making use of

    traditional medicine agreeing that diseases
    are due to supernatural causes, such as
    witches, demons, or ghosts.

    • Modern Western medicine relies on the
    scientific method, using controlled
    experiments that are shared internationally,
    and not considering supernatural causes to
    be good explanations for illness.

    12

    Medicine and Culture

     Differences in Western medicine
    • In France, the metaphor of the body is the “terrain,”

    which emphasizes a sense of balance.
    » French doctors prescribe more long rests and spa visits.

    » Dirt and germs can strengthen one’s terrain; thus, there is
    less emphasis on daily bathing.

    • The U.S. metaphor of the body is a machine.
    » American doctors are more likely to do surgery (to fix

    malfunctioning parts).

    » Germs are key threat to health; thus, doctors prescribe more
    antibiotics than anywhere else.

    © 2016 by W. W. Norton & Company

    Medicine and Culture

    © 2016 by W. W. Norton & Company

    Summary

     Both geographical and cultural variables
    have an impact on one’s biology (both
    genotypic and phenotypic).

     Such impact can have profound
    consequences, as in the cases of obesity
    and mortality rates.

     Even the profession of medicine is not
    immune to the effects of culture.

    © 2016 by W. W. Norton & Company

    **CULTPSY3_Chapter11_PDFHandout.pdf**

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    **## DiscussionBoard.docx**

    **Discussion Board**

    You will be required to participate in the eight discussion prompts posted on the Canvas Discussion Board throughout the course of the semester. These will relate to assigned course materials. Your responses should incorporate course content assigned during that week and should be approximately 250 words (total, for both prompts).

    Please select and reply to two of the prompts below

    1. “It is valid to suggest that some cultures are morally superior to others.” Do you agree or disagree with this statement? Explain your conclusion by basing it on evidence from one of the moral psychological models discussed in your textbook.

    2. Create a diagram that shows how the different levels of Kohlberg’s model of moral reasoning, Shweder’s different codes of ethics, and the five different moral intuitions are related to each other.

    3. An orthodox religious adherent is debating with a progressive religious adherent about abortion. They each provide a certain number of justifications for their perspectives. In the space below, for each religious adherent, graph out how many statements one would expect to correspond to each moral intuition based on the relationship between codes of ethics and moral intuitions.

    4. In trying to summarize research on punishment and cooperation for your supervisor, you decide to draw a line graph that separately predicts cooperation within a culture based on a culture’s willingness to engage in (a) antisocial punishment and (b) altruistic punishment. Draw such a line graph.

    5. You are surveying computer stores in individualistic and collectivistic cultures to determine what system they use to pay their sales employees. System 1 is to pay based on meritocracy. System 2 is to pay everyone the same amount of money each month. Draw a bar graph that portrays the proportion of individualistic companies and collectivistic companies that use each salary system.

    **## CULTPSY3_Chapter13_PDFHandout.pdf**

    1

    Lecture PowerPoint
    Slides

    By
    Benjamin Cheung

    Cultural Psychology
    Third Edition

    Steven J. Heine

    Chapter 13—Physical Health

    © 2016 by W. W. Norton & Company

    Chapter Objectives

     In this chapter, you will:

    • Discuss various biological variations across different cultural
    populations

    • Explain the process of culture-gene coevolution

    • Provide examples of culture-gene coevolution

    • Discuss various acquired physical variations across different
    cultural populations

    • Understand explanations that account for the physical variations
    across different cultural populations

    © 2016 by W. W. Norton & Company

    2

    Chapter Objectives

     In this chapter, you will:

    • Explain how cultures differ in sleep and perceptions of sleep

    • Discuss how socioeconomic status predicts physical health

    • Explain how ethnicity predicts physical health

    • Explain the epidemiological paradox

    • Discuss cultural variation in the metaphors used to conceptualize
    medicine

    • Discuss the distribution of laypersons’ and doctors' medical
    attitudes

    © 2016 by W. W. Norton & Company

    Overriding Theme
    in This Chapter

     Despite the notion that physical health is a
    biological issue, it is still strongly related to
    many psychological variables.

    © 2016 by W. W. Norton & Company

    Human Biological Variability

     Human biology varies across cultures, and
    such variability has two different
    explanations/mechanisms:
    • Innate biological differences = result of

    selection pressures

    • Acquired biological differences = cultural
    effects on one’s biology, independent of
    genes

    © 2016 by W. W. Norton & Company

    3

    Innate Biological Variability

     Humans, like all organisms, evolve due to
    selective pressures in their environments.

     Different environments have different
    selection pressures, leading different
    populations to evolve different traits.

     The most salient example of genetic
    variability of humans across different
    populations is skin color.

    © 2016 by W. W. Norton & Company

    Innate Biological Variability

     Skin color strongly correlates with
    ultraviolet radiation (UVR) that reaches
    different parts of the globe.
    • Light skin allows sufficient UVR to synthesize

    Vitamin D.

    • Dark skin prevents over-absorption of UVR,
    and prevents breakdown of folic acid.

     Much evidence shows that UVR levels
    across the globe correlate strongly with
    skin color.

    © 2016 by W. W. Norton & Company

    Innate Biological Variability

     Skin color is an example of geographical
    influences on population variation in the
    human genome.

     Cultural factors can also influence
    genomic variation.
    • For example, cow domestication has led to

    the development of a mutation that allows us
    to process milk.

    © 2016 by W. W. Norton & Company

    4

    Innate Biological Variability

     Another example of this is when people
    began farming yams in Africa.
    • Required the clearing of forests  standing

    pools of water  malaria-carrying mosquitoes

    • This cultural practice of yam farming ended up
    leading to the biological adaptation of
    resistance to malaria.

    © 2016 by W. W. Norton & Company

    Innate Biological Variability

    © 2016 by W. W. Norton & Company

    Acquired Biological Variability

     Moken young children swim underwater to
    retrieve seafood.

     They have thus developed twice the
    underwater visual acuity as European
    children.

    © 2016 by W. W. Norton & Company

    Normal pupil

    Moken pupil
    under water

    5

    Acquired Biological
    Variability—Obesity

    © 2016 by W. W. Norton & Company

    Source: Behavioral Risk Factor Surveillance System, CDC.

    Obesity Trends* Among U.S. Adults
    BRFSS, 1990, 2000, 2010

    Acquired Biological
    Variability—Obesity

    © 2016 by W. W. Norton & Company

    1990 2000

    2010

    No Data <10% 10%–14% 15%–19% 20%–24% 25%–29% ≥30%

    (*BMI 30, or about 30 lbs. overweight for 5’4” person)

    Acquired Biological
    Variability—Obesity

     Some explanations include:
    • Greater reliance on high-calorie foods (e.g.

    fast foods, sodas)

    • Larger portion sizes

    • More sedentary lifestyle

    • Suburban lifestyle—more driving, less
    exercise

    © 2016 by W. W. Norton & Company

    6

    Acquired Biological
    Variability—Obesity

     Within the West, there is considerable
    variation in obesity rates.

     France has one-fifth the obesity rate of the
    United States.
    • This despite French food being high in fat and

    sugars

    • French have higher blood cholesterol than
    Americans but less heart disease.

    • Why?
    © 2016 by W. W. Norton & Company

    Acquired Biological
    Variability—Obesity

     French still eat significantly less calories a
    day than Americans.
    • This is due to the cultural environment that

    affects portion sizes and attitudes toward food.

     People eat what’s given to them, portioned.

     Indeed, in comparison to portion sizes in the
    France:
    • U.S. yogurt containers are 80% larger.

    • McDonald’s serves 70% more fries in the United
    States per container.

    © 2016 by W. W. Norton & Company

    Acquired Biological
    Variability—Obesity

    © 2016 by W. W. Norton & Company

    7

    Acquired Biological
    Variability—Height

    © 2016 by W. W. Norton & Company

    Late 19th Century Today

    5'8" (1.73 m)

    5'5" (1.65 m)

    5'10" (1.78 m)

    6'1" (1.85 m)

    Acquired Biological
    Variability—Height

     Economic wealth of a country has close
    ties with the height of its people.
    • More wealth brings healthier diet (more

    vitamins and nutrients), especially at ages
    when growth spurts occur.

    • Fluctuations of countries’ heights across time
    have coincided with broad societal changes
    that have an impact on diet.

    © 2016 by W. W. Norton & Company

    Culture and Sleep

    © 2016 by W. W. Norton & Company

    8

    Culture and Sleep

    © 2016 by W. W. Norton & Company

     Before electric lighting, people’s sleeping
    cycle actually had two phases.
    • First, people went to sleep for a few hours a

    little after sunset.
    » They woke up in the middle of the night, during

    which they engaged in some leisurely activities.

    • Then they slept for a few hours again until
    around dawn

    Culture and Sleep

    © 2016 by W. W. Norton & Company

    Culture and Health

     Socioeconomic Status (SES).

    © 2016 by W. W. Norton & Company

    9

    Culture and Health

    © 2016 by W. W. Norton & Company

    Culture and Health

    © 2016 by W. W. Norton & Company

     Psychosocial variables :
    • Personality characteristics

    » Hostility and pessimism

    » Sense of hostility and pessimism leads to poorer
    health

    • Cognitive resources
    » Poverty preoccupies people with having to make

    difficult choices and trade-offs for survival.

    Acquired Biological
    Variability—Health

     One important variable is stress, which
    affects health in two ways:
    • Stress leads people to engage in unhealthy

    habits.

    • Stress weakens the immune system.

     Some environments can induce more
    stress.
    • E.g. New York City has been shown to make

    people more stressed.

    © 2016 by W. W. Norton & Company

    10

    Culture and Health

    © 2016 by W. W. Norton & Company

    Low
    SES
    Low
    SES

    Low
    Control

    Low
    Control

    Poor HealthPoor Health

    High
    SES
    High
    SES

    High
    Control

    High
    Control

    Good HealthGood Health

    Culture and Health

    © 2016 by W. W. Norton & Company

    Acquired Biological
    Variability—Health

     Ethnicity is also a factor implicated in the
    link between SES and health

     In the United States, African Americans
    and Hispanic Americans have been
    studied extensively in terms of their health
    outcomes compared to European
    Americans.

    © 2016 by W. W. Norton & Company

    11

    Culture and Health

    © 2016 by W. W. Norton & Company

    Culture and Health

    © 2016 by W. W. Norton & Company

     This unexpected pattern has been called
    the epidemiological paradox.

     One explanation is that Hispanic
    Americans engage in healthier behaviors
    then European Americans.

    » Drinking and smoking less

    » More social support from large communities

    » High level of positive affect

    Medicine and Culture

    © 2016 by W. W. Norton & Company

     Medicine varies greatly by culture
    • Non-Western societies making use of

    traditional medicine agreeing that diseases
    are due to supernatural causes, such as
    witches, demons, or ghosts.

    • Modern Western medicine relies on the
    scientific method, using controlled
    experiments that are shared internationally,
    and not considering supernatural causes to
    be good explanations for illness.

    12

    Medicine and Culture

     Differences in Western medicine
    • In France, the metaphor of the body is the “terrain,”

    which emphasizes a sense of balance.
    » French doctors prescribe more long rests and spa visits.

    » Dirt and germs can strengthen one’s terrain; thus, there is
    less emphasis on daily bathing.

    • The U.S. metaphor of the body is a machine.
    » American doctors are more likely to do surgery (to fix

    malfunctioning parts).

    » Germs are key threat to health; thus, doctors prescribe more
    antibiotics than anywhere else.

    © 2016 by W. W. Norton & Company

    Medicine and Culture

    © 2016 by W. W. Norton & Company

    Summary

     Both geographical and cultural variables
    have an impact on one’s biology (both
    genotypic and phenotypic).

     Such impact can have profound
    consequences, as in the cases of obesity
    and mortality rates.

     Even the profession of medicine is not
    immune to the effects of culture.

    © 2016 by W. W. Norton & Company

    **CULTPSY3_Chapter11_PDFHandout.pdf**

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  • [Solved] Psychology Homework

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    Select and organization and write that describes the PREPARE process for their organization Mental Health Skill building and Substance Abuse Agency not enough qualified QMHP personnel. – 2 years ago

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    Select and organization and write that describes the PREPARE process for their organization Mental Health Skill building and Substance Abuse Agency not enough qualified QMHP personnel.

    – 2 years ago

  • [Solved] proposal

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (2)** – ## careerprojectpurposal.docx – ## ECED6260-Career-ProjectRubric-Detailed-Spring2025.docx **## careerprojectpurposal.docx** In paragraph or outline form describe your proposed topic for your career project. Please be specific. Here are some things to consider…What is yo…

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    – 2 years ago

    **files (2)**

    – ## careerprojectpurposal.docx

    – ## ECED6260-Career-ProjectRubric-Detailed-Spring2025.docx

    **## careerprojectpurposal.docx**

    In paragraph or outline form describe your proposed topic for your career project. Please be specific. Here are some things to consider…What is your topic? What is your reason for choosing this topic? Which career theory are you using as a model? How will this project benefit you? What do you expect to learn, etc.? See the attached document for general information.

    **## ECED6260-Career-ProjectRubric-Detailed-Spring2025.docx**

    **ECED 6260: Career Development and Appraisal**

    **Spring 2025**

    **Career Project Rubric**

    Total Points: 100

    You will create an individual presentation that includes a written portion, visual component, and class presentation/powerpoint submission. Each student will be required to write a paper and to create a powerpoint presentation. A very general guide for the length of the assignment is 5-10 pages for the report. Topics should relate to the students’ counseling focus–school or clinical mental health counseling–with a career emphasis. You may also choose to analyze your own (or someone you know) career development, using your preferred career development theory as the basis for your analysis. Outline and describe your progress, struggles, etc. in relation to your chosen career theory. You are encouraged to select topics that would benefit you in their future career aspirations while working with their specific population. Provide at least three references which helped to guide your research.

    Proposal (10 Pts.)

    · Submit your proposal to blackboard by March 11-

    · You must have my approval prior to submitting the final report and powerpoint.

    Report (50 Pts.)

    · Submit your report to blackboard by April 15.

    Class Presentations (40 Pts.)

    · Submit your PowerPoint to Canvas by April 15.

    **## ECED6260-Career-ProjectRubric-Detailed-Spring2025.docx**

    **ECED 6260: Career Development and Appraisal**

    **Spring 2025**

    **Career Project Rubric**

    Total Points: 100

    You will create an individual presentation that includes a written portion, visual component, and class presentation/powerpoint submission. Each student will be required to write a paper and to create a powerpoint presentation. A very general guide for the length of the assignment is 5-10 pages for the report. Topics should relate to the students’ counseling focus–school or clinical mental health counseling–with a career emphasis. You may also choose to analyze your own (or someone you know) career development, using your preferred career development theory as the basis for your analysis. Outline and describe your progress, struggles, etc. in relation to your chosen career theory. You are encouraged to select topics that would benefit you in their future career aspirations while working with their specific population. Provide at least three references which helped to guide your research.

    Proposal (10 Pts.)

    · Submit your proposal to blackboard by March 11-

    · You must have my approval prior to submitting the final report and powerpoint.

    Report (50 Pts.)

    · Submit your report to blackboard by April 15.

    Class Presentations (40 Pts.)

    · Submit your PowerPoint to Canvas by April 15.

    **## careerprojectpurposal.docx**

    In paragraph or outline form describe your proposed topic for your career project. Please be specific. Here are some things to consider…What is your topic? What is your reason for choosing this topic? Which career theory are you using as a model? How will this project benefit you? What do you expect to learn, etc.? See the attached document for general information.

    **## ECED6260-Career-ProjectRubric-Detailed-Spring2025.docx**

    **ECED 6260: Career Development and Appraisal**

    **Spring 2025**

    **Career Project Rubric**

    Total Points: 100

    You will create an individual presentation that includes a written portion, visual component, and class presentation/powerpoint submission. Each student will be required to write a paper and to create a powerpoint presentation. A very general guide for the length of the assignment is 5-10 pages for the report. Topics should relate to the students’ counseling focus–school or clinical mental health counseling–with a career emphasis. You may also choose to analyze your own (or someone you know) career development, using your preferred career development theory as the basis for your analysis. Outline and describe your progress, struggles, etc. in relation to your chosen career theory. You are encouraged to select topics that would benefit you in their future career aspirations while working with their specific population. Provide at least three references which helped to guide your research.

    Proposal (10 Pts.)

    · Submit your proposal to blackboard by March 11-

    · You must have my approval prior to submitting the final report and powerpoint.

    Report (50 Pts.)

    · Submit your report to blackboard by April 15.

    Class Presentations (40 Pts.)

    · Submit your PowerPoint to Canvas by April 15.

    **## careerprojectpurposal.docx**

    In paragraph or outline form describe your proposed topic for your career project. Please be specific. Here are some things to consider…What is your topic? What is your reason for choosing this topic? Which career theory are you using as a model? How will this project benefit you? What do you expect to learn, etc.? See the attached document for general information.

    **## ECED6260-Career-ProjectRubric-Detailed-Spring2025.docx**

    **ECED 6260: Career Development and Appraisal**

    **Spring 2025**

    **Career Project Rubric**

    Total Points: 100

    You will create an individual presentation that includes a written portion, visual component, and class presentation/powerpoint submission. Each student will be required to write a paper and to create a powerpoint presentation. A very general guide for the length of the assignment is 5-10 pages for the report. Topics should relate to the students’ counseling focus–school or clinical mental health counseling–with a career emphasis. You may also choose to analyze your own (or someone you know) career development, using your preferred career development theory as the basis for your analysis. Outline and describe your progress, struggles, etc. in relation to your chosen career theory. You are encouraged to select topics that would benefit you in their future career aspirations while working with their specific population. Provide at least three references which helped to guide your research.

    Proposal (10 Pts.)

    · Submit your proposal to blackboard by March 11-

    · You must have my approval prior to submitting the final report and powerpoint.

    Report (50 Pts.)

    · Submit your report to blackboard by April 15.

    Class Presentations (40 Pts.)

    · Submit your PowerPoint to Canvas by April 15.

  • [Solved] Group Dynamics

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    See attachment – 2 years ago **files (1)** – ## GDmodule2asig1AnalyzingGroupStructure.docx **## GDmodule2asig1AnalyzingGroupStructure.docx** _Analyzing Group Structure: "Real-Life Application"_ Each student, individually, will think about and analyze their "role" in the groups to which they belong. …

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    – 2 years ago

    **files (1)**

    – ## GDmodule2asig1AnalyzingGroupStructure.docx

    **## GDmodule2asig1AnalyzingGroupStructure.docx**

    _Analyzing Group Structure: "Real-Life Application"_

    Each student, individually, will think about and analyze their "role" in the groups to which they belong. Consider the following:

    · Family

    · Sports

    · Social

    · Academic

    · Neighborhood

    · Others

    Then, the student will choose one of these groups. Confidentially, and without identifying the members of the group, they will describe the structure of the group, the positions each member holds, and why they believe those members occupy those positions. They will also indicate who the leader is, what type of leadership the leader exhibits, and the reason they believe that is the type of leadership.

    100% of the writing must be in the student’s own words. If other sources are referenced, ensure they are included and cited in the document.

    Contribute a minimum of 2 pages. It should include at least 2 academic sources, formatted and cited in APA.

    Be sure to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

    **Submission Instructions:**

    · Submit your assignment by 11:59 PM Eastern on Sunday.

    · Review the rubric to determine how your assignment will be graded.

    · Your assignment will be run through Turnitin to check for plagiarism.

    **## GDmodule2asig1AnalyzingGroupStructure.docx**

    _Analyzing Group Structure: "Real-Life Application"_

    Each student, individually, will think about and analyze their "role" in the groups to which they belong. Consider the following:

    · Family

    · Sports

    · Social

    · Academic

    · Neighborhood

    · Others

    Then, the student will choose one of these groups. Confidentially, and without identifying the members of the group, they will describe the structure of the group, the positions each member holds, and why they believe those members occupy those positions. They will also indicate who the leader is, what type of leadership the leader exhibits, and the reason they believe that is the type of leadership.

    100% of the writing must be in the student’s own words. If other sources are referenced, ensure they are included and cited in the document.

    Contribute a minimum of 2 pages. It should include at least 2 academic sources, formatted and cited in APA.

    Be sure to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

    **Submission Instructions:**

    · Submit your assignment by 11:59 PM Eastern on Sunday.

    · Review the rubric to determine how your assignment will be graded.

    · Your assignment will be run through Turnitin to check for plagiarism.

  • [Solved] Psychology

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    – 2 years ago **files (2)** – ## EAB4764LectureSummaryTemplate.docx – ## EAB4764MayerCh1819VerbalBehavior_JAM.pdf **## EAB4764LectureSummaryTemplate.docx** **EAB4764 Assessment and Intervention** **Lecture Engagement: Written Lecture Summary** | | | | — | — | | Student Name: | Date Completed: |…

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    **files (2)**

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    – ## EAB4764MayerCh1819VerbalBehavior_JAM.pdf

    **## EAB4764LectureSummaryTemplate.docx**

    **EAB4764 Assessment and Intervention**

    **Lecture Engagement: Written Lecture Summary**

    | | |
    | — | — |
    | Student Name: | Date Completed: |
    | Student ID: | |

    Please answer the questions below in a narrative form. Each answer should be a complete paragraph.

    1. What was the main point of the video/podcast?

    2. Provide 2 major points discussed and describe those points.

    3. What did you learn from the video/podcast?

    **## EAB4764MayerCh1819VerbalBehavior_JAM.pdf**

    INTRODUCTION TO VERBAL BEHAVIOR
    CHAPTER 18 & 19

    Jenilee Acevedo-Medina, BCBA
    Florida International University

    VERBAL BEHAVIOR

    VERBAL BEHAVIOR DEFINED

    Behavior that is mediated
    by the behavior of others.

    Behavior that is learned
    and maintained the same
    way as other operant
    behaviors.

    Differs between the
    behavior of the listener
    and the behavior of the
    speaker.
    Not receptive and expressive

    Focus on function of
    verbalizations rather than
    form.

    ANALYZING VERBAL
    BEHAVIOR

    • Controlling antecedents:

    • State of deprivation or aversive stimulation

    • Environmental change

    • Other person’s verbal behavior

    • One’s own verbal behavior

    • Consequences:

    • Related to deprivation/aversive state

    • Social

    VERBAL OPERANTS

    DUPLIC

    • A response that is controlled by a verbal stimulus and has formal similarity to
    the controlling stimulus, in which the reinforcer is a general social reinforcer.

    • Includes both echoics and imitative responses.

    MAND

    A response that is controlled by a state of deprivation or aversive condition in
    which the reinforcer is directly related to the controlling stimulus.

    Mands can be for items, but also for information, access to activities and events,
    social interaction, etc.

    Me want
    cookies

    TACT

    • A response that is controlled by a non-
    verbal SD and where the reinforcer is a
    generalized social reinforcer.

    • The SD most be present in order to
    consider a response a tact, including
    private events.

    INTRAVERBAL

    • A response that is controlled by a
    verbal SD without point to point
    correspondence or formal similarity
    and is reinforced by a generalized social
    reinforcer.

    • Can be a response to a question, fill-in-
    the-blank; helpful in maintaining a
    conversation. Allows speaker and
    listener to chat about things that are
    not present.

    AUTOCLITIC

    • A response that is controlled by the speaker’s own behavior that modifies
    other verbal behavior.

    • A way to modify a verbal statement

    • I really want a cookie right now.

    • I could sort of go for a cookie right now.

    AUGMENTATIVE DEVICES AND
    VERBAL BEHAVIOR

    TYPES OF AAC
    • Signs – e.g., ASL

    • Pointing – e.g., menu board

    • Exchanging – e.g., PECS

    • Voice Output Device – e.g., proloquo

    RFT

    RFT IN LANGUAGE DEVELOPMENT

    • Is Skinner’s VB enough to explain all of human language development? Probably
    not.

    • RFT can explain generative language, creative expression, and the emergence of
    novel words.

    • Relating is an operant class in and of itself and can be taught and reinforced
    such that it will allow for the future emergence of novel relations.

    • Sameness

    • Greater/bigger vs. lesser/smaller, worse, etc.

    • This is clearly important to teach!

    **## EAB4764MayerCh1819VerbalBehavior_JAM.pdf**

    INTRODUCTION TO VERBAL BEHAVIOR
    CHAPTER 18 & 19

    Jenilee Acevedo-Medina, BCBA
    Florida International University

    VERBAL BEHAVIOR

    VERBAL BEHAVIOR DEFINED

    Behavior that is mediated
    by the behavior of others.

    Behavior that is learned
    and maintained the same
    way as other operant
    behaviors.

    Differs between the
    behavior of the listener
    and the behavior of the
    speaker.
    Not receptive and expressive

    Focus on function of
    verbalizations rather than
    form.

    ANALYZING VERBAL
    BEHAVIOR

    • Controlling antecedents:

    • State of deprivation or aversive stimulation

    • Environmental change

    • Other person’s verbal behavior

    • One’s own verbal behavior

    • Consequences:

    • Related to deprivation/aversive state

    • Social

    VERBAL OPERANTS

    DUPLIC

    • A response that is controlled by a verbal stimulus and has formal similarity to
    the controlling stimulus, in which the reinforcer is a general social reinforcer.

    • Includes both echoics and imitative responses.

    MAND

    A response that is controlled by a state of deprivation or aversive condition in
    which the reinforcer is directly related to the controlling stimulus.

    Mands can be for items, but also for information, access to activities and events,
    social interaction, etc.

    Me want
    cookies

    TACT

    • A response that is controlled by a non-
    verbal SD and where the reinforcer is a
    generalized social reinforcer.

    • The SD most be present in order to
    consider a response a tact, including
    private events.

    INTRAVERBAL

    • A response that is controlled by a
    verbal SD without point to point
    correspondence or formal similarity
    and is reinforced by a generalized social
    reinforcer.

    • Can be a response to a question, fill-in-
    the-blank; helpful in maintaining a
    conversation. Allows speaker and
    listener to chat about things that are
    not present.

    AUTOCLITIC

    • A response that is controlled by the speaker’s own behavior that modifies
    other verbal behavior.

    • A way to modify a verbal statement

    • I really want a cookie right now.

    • I could sort of go for a cookie right now.

    AUGMENTATIVE DEVICES AND
    VERBAL BEHAVIOR

    TYPES OF AAC
    • Signs – e.g., ASL

    • Pointing – e.g., menu board

    • Exchanging – e.g., PECS

    • Voice Output Device – e.g., proloquo

    RFT

    RFT IN LANGUAGE DEVELOPMENT

    • Is Skinner’s VB enough to explain all of human language development? Probably
    not.

    • RFT can explain generative language, creative expression, and the emergence of
    novel words.

    • Relating is an operant class in and of itself and can be taught and reinforced
    such that it will allow for the future emergence of novel relations.

    • Sameness

    • Greater/bigger vs. lesser/smaller, worse, etc.

    • This is clearly important to teach!

    **## EAB4764LectureSummaryTemplate.docx**

    **EAB4764 Assessment and Intervention**

    **Lecture Engagement: Written Lecture Summary**

    | | |
    | — | — |
    | Student Name: | Date Completed: |
    | Student ID: | |

    Please answer the questions below in a narrative form. Each answer should be a complete paragraph.

    1. What was the main point of the video/podcast?

    2. Provide 2 major points discussed and describe those points.

    3. What did you learn from the video/podcast?

    **## EAB4764MayerCh1819VerbalBehavior_JAM.pdf**

    INTRODUCTION TO VERBAL BEHAVIOR
    CHAPTER 18 & 19

    Jenilee Acevedo-Medina, BCBA
    Florida International University

    VERBAL BEHAVIOR

    VERBAL BEHAVIOR DEFINED

    Behavior that is mediated
    by the behavior of others.

    Behavior that is learned
    and maintained the same
    way as other operant
    behaviors.

    Differs between the
    behavior of the listener
    and the behavior of the
    speaker.
    Not receptive and expressive

    Focus on function of
    verbalizations rather than
    form.

    ANALYZING VERBAL
    BEHAVIOR

    • Controlling antecedents:

    • State of deprivation or aversive stimulation

    • Environmental change

    • Other person’s verbal behavior

    • One’s own verbal behavior

    • Consequences:

    • Related to deprivation/aversive state

    • Social

    VERBAL OPERANTS

    DUPLIC

    • A response that is controlled by a verbal stimulus and has formal similarity to
    the controlling stimulus, in which the reinforcer is a general social reinforcer.

    • Includes both echoics and imitative responses.

    MAND

    A response that is controlled by a state of deprivation or aversive condition in
    which the reinforcer is directly related to the controlling stimulus.

    Mands can be for items, but also for information, access to activities and events,
    social interaction, etc.

    Me want
    cookies

    TACT

    • A response that is controlled by a non-
    verbal SD and where the reinforcer is a
    generalized social reinforcer.

    • The SD most be present in order to
    consider a response a tact, including
    private events.

    INTRAVERBAL

    • A response that is controlled by a
    verbal SD without point to point
    correspondence or formal similarity
    and is reinforced by a generalized social
    reinforcer.

    • Can be a response to a question, fill-in-
    the-blank; helpful in maintaining a
    conversation. Allows speaker and
    listener to chat about things that are
    not present.

    AUTOCLITIC

    • A response that is controlled by the speaker’s own behavior that modifies
    other verbal behavior.

    • A way to modify a verbal statement

    • I really want a cookie right now.

    • I could sort of go for a cookie right now.

    AUGMENTATIVE DEVICES AND
    VERBAL BEHAVIOR

    TYPES OF AAC
    • Signs – e.g., ASL

    • Pointing – e.g., menu board

    • Exchanging – e.g., PECS

    • Voice Output Device – e.g., proloquo

    RFT

    RFT IN LANGUAGE DEVELOPMENT

    • Is Skinner’s VB enough to explain all of human language development? Probably
    not.

    • RFT can explain generative language, creative expression, and the emergence of
    novel words.

    • Relating is an operant class in and of itself and can be taught and reinforced
    such that it will allow for the future emergence of novel relations.

    • Sameness

    • Greater/bigger vs. lesser/smaller, worse, etc.

    • This is clearly important to teach!

    **## EAB4764LectureSummaryTemplate.docx**

    **EAB4764 Assessment and Intervention**

    **Lecture Engagement: Written Lecture Summary**

    | | |
    | — | — |
    | Student Name: | Date Completed: |
    | Student ID: | |

    Please answer the questions below in a narrative form. Each answer should be a complete paragraph.

    1. What was the main point of the video/podcast?

    2. Provide 2 major points discussed and describe those points.

    3. What did you learn from the video/podcast?

    **## EAB4764MayerCh1819VerbalBehavior_JAM.pdf**

    INTRODUCTION TO VERBAL BEHAVIOR
    CHAPTER 18 & 19

    Jenilee Acevedo-Medina, BCBA
    Florida International University

    VERBAL BEHAVIOR

    VERBAL BEHAVIOR DEFINED

    Behavior that is mediated
    by the behavior of others.

    Behavior that is learned
    and maintained the same
    way as other operant
    behaviors.

    Differs between the
    behavior of the listener
    and the behavior of the
    speaker.
    Not receptive and expressive

    Focus on function of
    verbalizations rather than
    form.

    ANALYZING VERBAL
    BEHAVIOR

    • Controlling antecedents:

    • State of deprivation or aversive stimulation

    • Environmental change

    • Other person’s verbal behavior

    • One’s own verbal behavior

    • Consequences:

    • Related to deprivation/aversive state

    • Social

    VERBAL OPERANTS

    DUPLIC

    • A response that is controlled by a verbal stimulus and has formal similarity to
    the controlling stimulus, in which the reinforcer is a general social reinforcer.

    • Includes both echoics and imitative responses.

    MAND

    A response that is controlled by a state of deprivation or aversive condition in
    which the reinforcer is directly related to the controlling stimulus.

    Mands can be for items, but also for information, access to activities and events,
    social interaction, etc.

    Me want
    cookies

    TACT

    • A response that is controlled by a non-
    verbal SD and where the reinforcer is a
    generalized social reinforcer.

    • The SD most be present in order to
    consider a response a tact, including
    private events.

    INTRAVERBAL

    • A response that is controlled by a
    verbal SD without point to point
    correspondence or formal similarity
    and is reinforced by a generalized social
    reinforcer.

    • Can be a response to a question, fill-in-
    the-blank; helpful in maintaining a
    conversation. Allows speaker and
    listener to chat about things that are
    not present.

    AUTOCLITIC

    • A response that is controlled by the speaker’s own behavior that modifies
    other verbal behavior.

    • A way to modify a verbal statement

    • I really want a cookie right now.

    • I could sort of go for a cookie right now.

    AUGMENTATIVE DEVICES AND
    VERBAL BEHAVIOR

    TYPES OF AAC
    • Signs – e.g., ASL

    • Pointing – e.g., menu board

    • Exchanging – e.g., PECS

    • Voice Output Device – e.g., proloquo

    RFT

    RFT IN LANGUAGE DEVELOPMENT

    • Is Skinner’s VB enough to explain all of human language development? Probably
    not.

    • RFT can explain generative language, creative expression, and the emergence of
    novel words.

    • Relating is an operant class in and of itself and can be taught and reinforced
    such that it will allow for the future emergence of novel relations.

    • Sameness

    • Greater/bigger vs. lesser/smaller, worse, etc.

    • This is clearly important to teach!

  • [Solved] Evidence-Based Project, Part 1: Identifying Research Methodologies

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Fall prevention in older people – 2 years ago **files (1)** – ## Evidence-BasedProjectPart1_IdentifyingResearchMethodologies.pdf **## Evidence-BasedProjectPart1_IdentifyingResearchMethodologies.pdf** Evidence-Based Project, Part 1: Identifying Research Methodologies Is there a difference between “…

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    Assignment Prompt & Instructions

    Fall prevention in older people

    – 2 years ago

    **files (1)**

    – ## Evidence-BasedProjectPart1_IdentifyingResearchMethodologies.pdf

    **## Evidence-BasedProjectPart1_IdentifyingResearchMethodologies.pdf**

    Evidence-Based Project, Part 1:
    Identifying Research Methodologies

    Is there a difference between “common practice” and “best practice”?

    When you first went to work for your current organization, experienced colleagues may
    have shared with you details about processes and procedures. Perhaps you even
    attended an orientation session to brief you on these matters. As a “rookie,” you likely
    kept the nature of your questions to those with answers that would best help you
    perform your new role.

    Over time and with experience, perhaps you recognized aspects of these processes
    and procedures that you wanted to question further. This is the realm of clinical inquiry.

    Clinical inquiry is the practice of asking questions about clinical practice. To
    continuously improve patient care, all nurses should consistently use clinical inquiry to
    question why they are doing something the way they are doing it. Do they know why it is
    done this way, or is it just because we have always done it this way? Is it a common
    practice or a best practice?

    In this Assignment, you will identify clinical areas of interest and inquiry and practice
    searching for research in support of maintaining or changing these practices. You will
    also analyze this research to compare research methodologies employed.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES

    To Prepare:

    ● Review the Resources and identify a clinical issue of interest that can form
    the basis of a clinical inquiry. Keep in mind that the clinical issue you identify
    for your research will stay the same for the entire course.

    ● Based on the clinical issue of interest and using keywords related to the
    clinical issue of interest, search at least four different databases in the
    Walden Library to identify at least four relevant peer-reviewed articles related
    to your clinical issue of interest. You should not be using systematic reviews
    for this assignment, select original research articles.

    ● Review the results of your peer-reviewed research and reflect on the process
    of using an unfiltered database to search for peer-reviewed research.

    ● Reflect on the types of research methodologies contained in the four relevant
    peer-reviewed articles you selected.

    Part 1: Identifying Research Methodologies

    After reading each of the four peer-reviewed articles you selected, use the Matrix
    Worksheet template to analyze the methodologies applied in each of the four
    peer-reviewed articles. Your analysis should include the following:

    ● The full citation of each peer-reviewed article in APA format.
    ● A brief (1-paragraph) statement explaining why you chose this peer-reviewed

    article and/or how it relates to your clinical issue of interest, including a brief
    explanation of the ethics of research related to your clinical issue of interest.

    ● A brief (1-2 paragraph) description of the aims of the research of each
    peer-reviewed article.

    ● A brief (1-2 paragraph) description of the research methodology used. Be
    sure to identify if the methodology used was qualitative, quantitative, or a
    mixed-methods approach. Be specific.

    ● A brief (1- to 2-paragraph) description of the strengths of each of the research
    methodologies used, including reliability and validity of how the methodology
    was applied in each of the peer-reviewed articles you selected.

    [https://waldenu.instructure.com/courses/158224/modules/items/6481734](https://waldenu.instructure.com/courses/158224/modules/items/6481734)

    – Evidence-Based Project, Part 1: Identifying Research Methodologies
    – Resources

    **## Evidence-BasedProjectPart1_IdentifyingResearchMethodologies.pdf**

    Evidence-Based Project, Part 1:
    Identifying Research Methodologies

    Is there a difference between “common practice” and “best practice”?

    When you first went to work for your current organization, experienced colleagues may
    have shared with you details about processes and procedures. Perhaps you even
    attended an orientation session to brief you on these matters. As a “rookie,” you likely
    kept the nature of your questions to those with answers that would best help you
    perform your new role.

    Over time and with experience, perhaps you recognized aspects of these processes
    and procedures that you wanted to question further. This is the realm of clinical inquiry.

    Clinical inquiry is the practice of asking questions about clinical practice. To
    continuously improve patient care, all nurses should consistently use clinical inquiry to
    question why they are doing something the way they are doing it. Do they know why it is
    done this way, or is it just because we have always done it this way? Is it a common
    practice or a best practice?

    In this Assignment, you will identify clinical areas of interest and inquiry and practice
    searching for research in support of maintaining or changing these practices. You will
    also analyze this research to compare research methodologies employed.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES

    To Prepare:

    ● Review the Resources and identify a clinical issue of interest that can form
    the basis of a clinical inquiry. Keep in mind that the clinical issue you identify
    for your research will stay the same for the entire course.

    ● Based on the clinical issue of interest and using keywords related to the
    clinical issue of interest, search at least four different databases in the
    Walden Library to identify at least four relevant peer-reviewed articles related
    to your clinical issue of interest. You should not be using systematic reviews
    for this assignment, select original research articles.

    ● Review the results of your peer-reviewed research and reflect on the process
    of using an unfiltered database to search for peer-reviewed research.

    ● Reflect on the types of research methodologies contained in the four relevant
    peer-reviewed articles you selected.

    Part 1: Identifying Research Methodologies

    After reading each of the four peer-reviewed articles you selected, use the Matrix
    Worksheet template to analyze the methodologies applied in each of the four
    peer-reviewed articles. Your analysis should include the following:

    ● The full citation of each peer-reviewed article in APA format.
    ● A brief (1-paragraph) statement explaining why you chose this peer-reviewed

    article and/or how it relates to your clinical issue of interest, including a brief
    explanation of the ethics of research related to your clinical issue of interest.

    ● A brief (1-2 paragraph) description of the aims of the research of each
    peer-reviewed article.

    ● A brief (1-2 paragraph) description of the research methodology used. Be
    sure to identify if the methodology used was qualitative, quantitative, or a
    mixed-methods approach. Be specific.

    ● A brief (1- to 2-paragraph) description of the strengths of each of the research
    methodologies used, including reliability and validity of how the methodology
    was applied in each of the peer-reviewed articles you selected.

    [https://waldenu.instructure.com/courses/158224/modules/items/6481734](https://waldenu.instructure.com/courses/158224/modules/items/6481734)

    – Evidence-Based Project, Part 1: Identifying Research Methodologies
    – Resources

  • [Solved] Discussion

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    https://podcasts.apple.com/us/podcast/episode-26-bilingualism-and-cultural-sensitivity-in/id1675868711?i=1000644241849 – 2 years ago

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    Assignment Prompt & Instructions

    https://podcasts.apple.com/us/podcast/episode-26-bilingualism-and-cultural-sensitivity-in/id1675868711?i=1000644241849

    – 2 years ago

  • [Solved] Mt 6003

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    ### Instructions This assignment asks the student to consider the ongoing process of the developing relationship with a client or client system, and to focus on the processes of engagement, assessment, contracting, and setting goals.Make sure to provide and introduction and conclusion to the work an…

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    Assignment Prompt & Instructions

    ### Instructions

    This assignment asks the student to consider the ongoing process of the developing relationship with a client or client system, and to focus on the processes of engagement, assessment, contracting, and setting goals.Make sure to provide and introduction and conclusion to the work and introduce and describe your client and what brings them to the agency. This should **NOT** be written in a question-and-answer response since it is work . Do not give bullet pointed responses. Complete this written assignment following the prompts below. Choose a client with whom you have had an ongoing relationship. If this is not the case, please contact your professor to make alternative arrangements.Your work must integrate the social work literature from your textbooks and readings.

    **Describe the client with whom you have been engaging – including your initial impressions and challenges.  Integrate the literature.**

    **Develop a concise BPSS assessment for a client you are currently engaged in work with beginning with how the client came to agency, ie: the referral source, what is the presenting problem, issue that needs to be addressed. How do you partialize the problem(s) presented?**

    **Make sure you use the examples in the lecture section and the** [**BPSS Assessment Organization document**](https://learnonline.yu.edu/courses/2001/files/364623/download?wrap=1 "swk6003-m3-bpss-assessment-organization.pdf") [**Download BPSS Assessment Organization document**](https://learnonline.yu.edu/courses/2001/files/364623/download?download_frd=1) **as a guide for putting this together. The actual assessment should be approximately 1–2 pages single-spaced.**

    **After writing your BPSS assessment, respond to the following:**

    1. What does the literature say is the usefulness, importance, and purpose of a BPSS assessment?
    2. Conscious use of self is a critical aspect of professional social work skills. Referring to the professional literature, discuss your understanding of this concept and how you are developing this skill.
    1. Speak to you experience of learning about your practice with your Clinical Instructor. What have you learned about yourself? About how you consciously use yourself? How does this process with your Clinical Instructor relate to your own developing relationships with your clients?
    2. **Please add some content from a process recording** that demonstrates your conscious use of self during the engagement/assessment process with a client.
    3. How do biases (conscious or unconscious) impact the assumptions and expectations you have about your client?
    3. What goals did you and the client identify? Are these consistent with the client’s needs and the agency’s services? Are there other systems interacting with the client with whom you must connect?  Were there referrals and linkages that had to be made to accommodate the client’s needs? Was the client part of the process of identifying and setting goals? If not, why and with whom did you did you develop goals? How might the outcome of the work be affected by client participation or lack of participation in the goal-setting stage? Were there any value conflicts or ethical dilemmas for you in the goal-setting process? Please integrate the professional literature into your response.
    4. How do oppression and marginalization figure in to your engagement, assessment, goals setting strategies and subsequent work with the client?  Be self-reflective and include any concerns you or the client may have had over the course of your work together thus far. Include any social work literature that informs your understanding of the issues.
    5. What contracting arrangements did you and the client decide upon? Did you have to recontract with the client during the assessment and the beginning of the work stage? What does the scholarly literature say about the importance of contracting?
    6. Provide a conclusion that ties the assignment together—do not simply reiterate what you did—and be thoughtful in your concluding statements.

    #### Requirements

    – Make sure you use and cite professional literature including your textbooks.
    – The Lecture is **NOT** appropriate source for work.
    – Your references should go beyond your textbooks and include at least five professional sources outside of the required readings.
    – Include a reference page using APA (Seventh Edition) style.
    – Your completed assignment (including the BPSS assessment) should be approximately 10 pages (guide, not a rule). Please double space your text.

    – 2 years ago

  • [Solved] AQR&A Assignment 1 Week 3

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **To prepare for this Assignment:** – Review the datasets provided. – Construct a research question based on one of those datasets. – Use either moderation or mediation in your multiple regression analysis to answer your research question. **The Assignment** Based on the research question you create…

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    Assignment Prompt & Instructions

    **To prepare for this Assignment:**

    – Review the datasets provided.
    – Construct a research question based on one of those datasets.
    – Use either moderation or mediation in your multiple regression analysis to answer your research question.

    **The Assignment**

    Based on the research question you created, complete the following tasks:

    1. Fit a multiple regression model, testing whether a mediating variable partly or completely mediates the effect of an initial causal variable on an outcome variable. Think about whether or not the model will meet assumptions.
    2. Fit the model, testing for mediation between two key variables.
    3. Analyze the output, determining whether mediation was significant and how to interpret that result.
    4. Reflect on possible implications of social change.

    Write an analysis in APA format, including title page, references, and an appendix, that includes your data output and addresses each of the tasks listed above. The content should be 2–3 pages, including setup of the assignment, results, and interpretation of results. Your SPSS output should be included as an appendix.

    Early in your Assignment, when you relate which dataset you analyzed, please include the mean of the following variables. If you are using the Afrobarometer Dataset, report the mean of Q1 (Age). If you are using the General Social Survey Dataset, report the mean of Age. If you are using the HS Long Survey Dataset, report the mean of X1SES. See pages 683 and 684 in your Warner textbook for an excellent APA-compliant write-up of a mediation analysis.

    – 2 years ago