Identification and Discrimination Categorical Perception
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Identification and Discrimination Categorical Perception
Categorical Perception: Identification and Discrimination
Across the United States and the world, people speak English with many different accents. How is it that we can understand what is being said whether one speaks with a Southern “drawl,” a New England “clip,” or a Western “twang?” Categorical perception may be one of the ways that our perceptual processes help us understand words spoken with different accents.
Access the following CogLab demonstrations and follow the instructions to complete both demonstrations (these are listed under the Speech & Language tab).
Categorical Perception: Identification
Categorical Perception: Discrimination
Using the textbook and module readings, the Argosy University online library resources, and the Internet, research the effect of training on one’s ability to make perceptual discriminations.
Based on the demonstrations and your research, address the following:
Define categorical perception. Differentiate between identification and discrimination.
Explain whether your personal experimental results for both demonstrations follow patterns similar to the predicted experimental results.
In many situations, you may be forced to make categorical judgments. Name a job in which someone has to categorize people or things that actually fall on a continuum. Describe the categorization this person would have to make.
Describe your views on why it is useful to have categorical speech perception.
Experience and training can affect your ability to make perceptual discriminations. Explain whether you agree or disagree with this statement.
Identification and Discrimination Categorical Perception
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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