Fact or Fiction? [WLOs: 3, 4, 5, 6, 7, 8] [CLOs: 1, 2, 3, 4, 5, 6] The purpose o

by | Mar 19, 2022 | Psychology | 0 comments

Fact or Fiction?
[WLOs: 3, 4, 5, 6, 7, 8] [CLOs: 1, 2, 3, 4, 5, 6]
The purpose of the Final Paper is to apply critical insight to discern fact from fiction with regard to a topical area of your choice.
***Please note that this assignment is a continuation of the work you began during the Week 3 Assignment. You will expand upon the topic you selected earlier, taking into consideration your instructor’s feedback and incorporating additional insight gained through your research and analysis of the issue.***
The goal of this paper is to review the available evidence for a commonly held belief and provide a conclusion regarding the merit of this claim by describing concepts in core psychological domains and examining variations in psychological functioning.
To complete this activity,
Write an introduction paragraph for your topic. (You must continue with your selected topic identified in Week 3, unless you have received permission from your instructor otherwise.)
For assistance with a thesis for your introduction paragraph, visit University of Arizona Global Campus Writing Center’s Introductions & Conclusions (Links to an external site.)and Thesis Generator (Links to an external site.).
Develop supporting Body Paragraphs (Links to an external site.) that apply a professional psychological perspective to a commonly held belief about why people think or act as they do. Consider both perspectives. Use headings as necessary to organize your work. (Use your sources identified in your Week 3 annotated bibliography, your course content, as well as any additional scholarly resources that support your argument. Visit APA Style Elements (Links to an external site.) for help with headings, and the University of Arizona Global Campus Library to obtain additional scholarly articles as necessary to fully inform your thinking and address gaps in your knowledge of the topic. Refer to the Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) table for additional guidance.).
Apply psychological theory and research to a commonly held belief.
Employ examples to fully illustrate your analysis.
Examine potential implications of diversity.
Discern any relevant ethical issues.
Relate potential applications of this insight to various careers.
Write a conclusion paragraph that summarizes your findings and whether or not the commonly held belief you have chosen to explore is supported by psychological research and theory. ReviewIntroductions & Conclusions (Links to an external site.) for more.
The Fact or Fiction? Final Paper
Must be five double-spaced pages in length at minimum (not including title and references pages) and formatted according to APA Style as outlined in the University of Arizona Global Campus Writing Center’s APA Style (Links to an external site.)resource.
Must include a separate title page with the following:
Title of Paper
Student’s name
University name
Course name and number
Instructor’s name
Date due
For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).
Must utilize academic voice. See the Academic Voice (Links to an external site.) resource for additional guidance.
Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
For assistance on writing Introductions & Conclusions (Links to an external site.) as well as Writing a Thesis Statement (Links to an external site.), refer to the University of Arizona Global Campus Writing Center resources.
Using headings within your writing may assist you in organizing your thoughts more succinctly. For more information about using headings, please review APA Style Elements (Links to an external site.).
Must use at least three scholarly, peer-reviewed sources. These may be from Week 3 annotated bibliography, unless your instructor has requested the use of differing sources.
Additional scholarly sources are encouraged. Be sure to integrate your research smoothly rather than simply inserting it. Review Integrating Research (Links to an external site.)for more.
The Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment. For more, review the University of Arizona Global Campus Library Quick ‘n’ Dirty (Links to an external site.)
Must document any information used from sources in APA Style as outlined in the University of Arizona Global Campus Writing Center’s APA: Citing Within Your Paper (Links to an external site.)guide.
Must include a separate references page that is formatted according to APA Style as outlined in the University of Arizona Global Campus Writing Center. See the Formatting Your References List (Links to an external site.) resource in the University of Arizona Global Campus Writing Center for specifications.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your
Previous please base off this discussion:
Part 1: Annotated Bibliography
Giofrè, D., Borella, E., & Mammarella, I. C. (2017). The relationship between intelligence, working memory, academic self-esteem, and academic achievement. Journal of Cognitive Psychology, 29(6), 731-747. DOI:10.1080/20445911.2017.1310110.
With the sample population as children, the study was conducted to determine the correlation between cognitive and non-cognitive factors in determining academic achievement. It revealed that intelligence, a cognitive factor, was the best predictor of achievement. In contrast, non-cognitive factors such as self-esteem could only predict achievement if only the cognitive factors were put under control. In this case, intelligence acted as a mediator, and the non-cognitive factors indirectly contributed to academic excellence. Tests in academic settings involve intelligence and extensive reasoning, and problem-solving capacity.
On the other hand, working memory under cognitive factors influences academic achievement since it enables the temporary storage of information. It can therefore be concluded as per the study that achievement tests can be used to measure intelligence in addition to the achievement itself. At the end of the study, the suggested hypothesis was that high cognitive abilities are associated with high academic self-esteem, thus leading to high academic achievement supported by the reported study findings having in mind previous studies’ limitations and working towards eliminating them.
Wixted, J. T., Mickes, L., & Fisher, R. P. (2018). Rethinking the reliability of eyewitness memory. Perspectives on Psychological Science, 13(3), 324-335. https://doi.org/10.1177%2F1745691617734878.
The study reveals that there is noticeable unreliability in eyewitnesses as it is argued that memory is malleable, thus the commonly experienced tragic consequences in the legal system. Therefore, it has previously necessitated other confirmatory ways such as DNA coding. It finally noted that eyewitnesses could only be reliable if the individuals were not exposed to any contradicting or distorting information if the eyewitness is the primary source of information and had not been probed before, which would have triggered them to be tricked into providing another client desired information and if after assessing the confidence level is high both on recognition and recall basis. It indicates that the types of storage, usually short-term memory, can be interfered with, especially where primacy and recency are not factored in, thus distorting the information that has been stored contributes to the unreliability attached to eyewitnesses in courts of law. If one cannot prove that no corruption of stored information in terms of changes that might have occurred, then the information is not to be relied upon.
Drigas, A., & Papoutsi, C. (2018). A New Layered Model on Emotional Intelligence. Behavioral Sciences, 8(5), 45. https://doi.org/10.3390/bs8050045.
The study identifies emotional intelligence as a driving force for thinking, feeling, and
learning to identify and solve problems while positively managing anxiety and emotions. There is an emotional, cognitive-based approach to the topmost level of emotional intelligence through a nine-layered pyramid that presents a gradual development. Intelligence as a cognitive factor is integral in understanding various phenomena, problem-solving, logical reasoning, and planning together with learning and abstract thinking and the adaptation process. Emotional intelligence is identified as the core for optimal functioning both at an individual and social level, thus maximizing the output. The pyramid has from the bottom the stimulus for emotions, perception,
and recognition of emotions which then dictates their expression, being aware of one’s capabilities in terms of the strengths and weaknesses by the use of Socrates principle, appropriately managing at a personal level, being socially aware of the surroundings thus by employing empathy be in a position to discriminate some of the emotions, applying social skills and expertise in the presenting emotions, transcendence and emotional unity where one becomes intentionally positive oriented.
Part 2: Introduction
Memory is attributed to three processes in which if any interruption occurs at any information, the reliability of the information obtained is thus lowered. These processes include encoding, storing, and retrieving. There is a requirement for highly reliable information; thus, there should not be any interference in the information. On the other hand, intelligence is inherent and constitutes the logical and rational functions of the brain but is sometimes based on previously learned facts that enable the negotiation process during the problem-solving process, thus would directly translate to finding the truth. The paper seeks to bring out cognitive factors, memory, and intelligence in discerning the truth.
Part 3: Outline
My selected topic is memory and intelligence. I want to look more into factors that make the discerning truth process difficult regarding memory and intelligence. This majorly encompasses the factors that cause deviation in an individual’s general mental health status since, in most, the thought process is the one that is usually interfered with. I would also look into the
various ways that can be applied to mitigate the problem and try to apply the feasible ones to look out for the effectiveness of the interventions.
Part 4: Questions
● Which level of consciousness is most utilized in discerning the truth?
● Why do people forget?
● Why do people vary in their level of intelligence?

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