Confidence and Levels of Stress Study Assignment
Order ID:89JHGSJE83839 Style:APA/MLA/Harvard/Chicago Pages:5-10 Instructions:
Confidence and Levels of Stress Study Assignment
Read the following hypotheses:
Confidence in recall differs depending on the level of stress.
Recall for participants in high-stress conditions will deteriorate over time.
Boys will have higher levels of confidence than girls.
In a 1- to 2-page Microsoft Word document, for each hypothesis listed above, indicate:
Describe how a Type I error might occur, given the context of the assignment. Describe how a Type II error might occur, given the context of the assignment (i.e., if my hypothesis was that women had higher levels of empathy than men, a Type I error might occur if I found significant results with women scoring higher on empathy than men, when, in the general population that is not the case; a Type II error might occur if I found no differences in empathy between men and women when, in the general population women score higher on empathy than men).
Whether the appropriate analysis would be a one-tailed test or a two-tailed test
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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