Connections Between the Course Readings And Real-Life Assignment
Order ID:89JHGSJE83839 Style:APA/MLA/Harvard/Chicago Pages:5-10 Instructions:
Connections Between the Course Readings And Real-Life Assignment
Instructions
Week 3 Around the Web with Cognitive Psychology
This assignment is intended to enhance your ability to make connections between the course readings and “real-life” situations and the everyday occurrence of cognitive processes as depicted in popular media and professional research sources. This is your opportunity to express your thoughts succinctly and coherently. Be creative, but ensure that your peers are able to discern that you can critique the article/media source in a scholarly way that is related to course material.
Assignment Instructions
For this assignment, you are tasked with identifying a research article or reliable, popular media source (news segment, blog article, etc.) that focuses on a topic related to cognitive psychology, cognitive neuroscience, of a specific process or function we have addressed in the first three weeks of the course.
Upon identifying your select media option, you will do a reflection, summarizing the media sources’ topic, and its relevance to our understanding of cognition and learning. Any topic discussed in our readings is fair game but needs to be clearly depicted in the source you chose.
please be sure to clearly address the following topics:
Briefly describe the article/media source you selected (e.g. its plot, characters, themes, etc.).
This description does not need to be lengthy (the entire plot or process explained does not need to be explained; hit the high points).
Rather, the summary should be sufficient to demonstrate that you reviewed the article/media source and can convey the most relevant aspects as they relate to cognitive psychology.
Describe the cognitive psychology concept.
What does it mean in relation to your article/media source?
How do you see it displayed in the article/media source you chose?
What new information have you learned about cognitive psychology and how it is portrayed in the public eye?
Does the information portrayed have broader implications for the field of cognitive psychology as it is presented?
Why or why not, and what might the effects be with changes or remaining the same?
Close with a brief, but succinct summary of the major takeaway points from your exploration around the web with cognitive psychology
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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Connections Between the Course Readings And Real-Life Assignment