Assignment1 In Your Post Initial Post I Want You To Paraphrase This ✓ Solved
Assignment: 1) In your post initial post, I want you to paraphrase this paragraph using your own words and no more than 5 sentences. Since you have to use your own words, you can look at the posts created by your group members, but you will have to make your own using your own words. In your post, be sure to explain what the independent variable is, how many groups there were, what participants did in those groups, and what the dependent variable was and how they measured it. This will prepare you for how to paraphrase in your article critique paper! It's okay if your post is not perfect, because your group members are going to help you out!
HINT: the amount of time that specific stimuli are presented or the specific items presented in the task are not important information to include. Don’t forget to include at least one in-text citation. The excerpt is from an article titled Absolut Memory Distortions: Alcohol Placebos Influence the Misinformation Effect, by Seema L Assefi and Maryanne Garry, January, 2003. Paragraph to paraphrase: "Subjects were told that the experiment was about alcohol's influence on preferred learning modes (visual and verbal). The actual purpose of the study was to see how perceived alcohol consumption might influence how they misremember information.
They sat in a room set up as a bar, spacing themselves apart from one another. A volunteer in the group chose an envelope that ostensibly assigned the group's drink condition (tonic, vodka and tonic). The envelopes were rigged so that half the time they said tonic, and half the time they said vodka and tonic. Regard- less of what the envelope said, all subjects were served plain tonic. To convince subjects that the “alcoholic†drinks contained alcohol, we followed successful procedures from past research using the balanced placebo design (Rohsenow & Marlatt, 1981).
For example, subjects were weighed and told that the amount of alcohol they would receive was proportional to their weight. "Alcoholic drinks" were poured from Absolut® Vodka bottles and prepared in plain view of subjects. Drink glasses were rimmed with vodka-soaked limes, and submerged in vodka to smell like alcohol. While they watched an action movie, subjects spaced their drinks over 13 min, and then watched the movie for an additional 6 min. At the end of the 19 min, subjects viewed a slide sequence of a man shoplifting items in a bookstore (see Loftus, 1991).
They then read a narrative that contained misinformation about items that were in the images in the slide show. There were eight critical items: a candle, notebook, stapler, textbook, sweatshirt, magazine, elevator, and towel. We prepared two versions of the slide sequence that showed the same critical items but with different characteristics (e.g., white candle vs. yellow candle). Each slide was presented for 2.5 s. After working on filler-task puzzles for 12 min, subjects read a 541 -word narrative, which contained misinformation about four of the critical items and neutral information about the other four.
There were four narratives that differed in their descriptions of the critical items, and slide and narrative combinations were counterbalanced across subjects (e.g., a subject who saw a white candle read about either a "yellow candle" or a "candle," depending on the condition that subject was in, and a subject who saw a yellow candle read about either a "white candle" or a "candle"). Finally, after working on puzzles for 3 min more, subjects took a 19-item forced-choice test in which they indicated the details they remembered seeing in the slide sequence. For each item they chose between the correct event detail and the suggested detail. Furthermore, subjects were asked to rate their confidence that their answers were correct, using a scale from 1 (not confident at all) to 5 (very confident).
The purpose of this is to see if reading the narrative with misinformation about the slide sequence they saw influenced their recollection of the video. The instructions minimized demand characteristics by emphasizing the importance of basing answers on the event, not the narrative that they read afterward (Lindsay, 1990). Afterward, subjects were fully debriefed and told that none of them actually consumed any alcohol." Depression Case Study Follow the steps to complete this discussion 1. Watch the Video 2. Using readings and references, complete the worksheet, Case Study Questions (PDF) .
3. Review the Instructions for Depression Case Study to view the grading criteria for this assignment. 4. Post your responses to questions 5-8 and 13 to this discussion board. 5.
Submit your completed worksheet for grading to the Week 5 Assignment 2: Depression Case Study . egis College, School of Nursing: Case Study Rubric Case Study Rubric – 100 Points Rubric Criteria 20 points 15 points 10 point 0 points Total Points Symptom Identification Key symptoms are identified and targeted in treatment plan. Key symptoms are identified but do not correlate to treatment choices. Focus is on secondary symptoms. Key symptoms are not identified and/or target symptoms lack focus or clarity. 20 Decision Making Prescriptive decision making is appropriate and within standard of care.
Decision making is congruent with evidence-based practice. Prescriptive decision making is appropriate and within standard of care. Prescriptive decision making is adequate but second-line choices are utilized without explanation. Prescriptive decision making is inappropriate or unsafe. 20 Critical Thinking Rationale is well-explained and justifies treatment choices.
Rationale is evidence-based and supported with references. Rationale is well-explained and justifies treatment choices. Rationale is evidence-based but appropriate references are missing. Explanation of treatment choices is rudimentary and/or does not justify treatment choices. Links are not made to evidence-base.
Rationale demonstrates a lack of understanding of the evidence. 20 Patient Safety Patient safety is addressed, including suicidality, impaired judgment. Health monitoring is complete including any necessary lab screening or monitoring. Patient safety is addressed. Health screening/monitoring is incomplete.
Patient safety is addressed. Necessary health screening/monitoring is omitted. Patient safety is not addressed. 20 Treatment Goals Goals of treatment are well outlined and realistic. Goals meet SMART criteria.
Pharmacologic and non-pharmacologic interventions support attainment of treatment goals. Goals of treatment are outlined and appropriate but interventions do not support attainment of stated treatment goals. Goals of treatment are outlined but aspects are not explained or confused. Goals of treatment are not included in plan of care. 20 Total points 100 Case Study Questions Based on the case study, answer the following questions.
Treatment goals 1. List 2 treatment goals for this case. State goals in SMART format (Specific, Measurable, Achievable, Relevant, and have a Timeline for completion) Identification of target symptoms/problems 2. What information, if any, would you like to know that was not included in the case? 3.
Which psychiatric symptoms are a treatment priority for this case? 4. What are the non-pharmacologic issues in this case (problems/complaints that cannot be addressed by medication)? Medication Choice . List 1 medication that would be appropriate for this case.
Include name, starting dose. 6. Describe your clinical decision making. What is your rationale for choosing this medication? Also, include the mechanism of action for this medication choice, and the neurotransmitters and areas of the brain in which the medication is proposed to act on.
7. What laboratory testing/monitoring is needed for safely prescribing this medication? 8. Are there any contraindications or safety issues associated with this medication? Medication Choice 2 9.
What is your second choice of medication for this case? Include name and starting dose. Also, include the mechanism of action for this medication choice, and the neurotransmitters and areas of the brain in which the medication is proposed to act on. 10. Describe your clinical decision making.
What is your rationale for choosing this medication? 11. What laboratory testing/monitoring is needed for safely prescribing this medication? 12. Are there any contraindications or safety issues associated with this medication?
Non pharmacologic Interventions 13. What non-pharmacologic interventions do you recommend? Do you recommend including but not limited to psychotherapy, complimentary and holistic therapies? Safety Risk Assessment 14. What are the safety concerns, if any, associated with this case?
How will you address safety? 15. When would you follow up with this patient? References 16. List your references.
Next steps: 1. Post your responses to questions 5-8 and 13 to the discussion board. 2. Submit this assignment to Moodle in the designated drop box. Case Study Questions Treatment goals Identification of target symptoms/problems Medication Choice 1 Medication Choice 2 Non pharmacologic Interventions Safety Risk Assessment References Next steps:
Paper for above instructions
Initial Post - Paraphrased AssignmentIn the study examining the impact of perceived alcohol consumption on memory distortion, participants were informed that the experiment pertained to alcohol's effect on their preferred learning styles, such as visual and verbal. However, the true aim was to assess how the perception of consuming alcohol affected their memory recall. Participants were situated in a bar-like setting and were randomly assigned to receive either tonic or vodka mixed with tonic. Regardless of the assignment, all participants actually received only tonic water. To enhance the illusion of alcohol consumption, the researchers followed established methods from previous studies by providing specific visual and olfactory cues associated with alcoholic drinks (Rohsenow & Marlatt, 1981). Following the consumption phase, participants viewed a series of slides depicting a shoplifting incident before being exposed to a narrative containing misinformation related to some of the depicted items, which they were later asked to recall.
Independent Variable and Experimental Design
The independent variable in this study is the perceived alcohol consumption, manipulated through the use of deceptive envelopes that indicated either tonic or vodka-and-tonic. There were two groups based on what the envelopes stated: one group believed they would receive tonic, while the other thought they would consume vodka mixed with tonic. Importantly, all participants received only plain tonic. As part of their participation, subjects consumed the drink in a bar-like setting and subsequently viewed a film and a set of slides depicting a shoplifting scenario.
The dependent variable consists of the participants' ability to accurately recall the details of the slide sequence and the corresponding narrative. Their memory recall was assessed through a forced-choice test where they chose between correct event details and suggested misleading information presented in the narrative. They also rated their confidence in their memory using a defined scale, which further quantifies the impact of the perceived alcohol on memory distortion.
This study underscores the crucial relationship between perceived states of intoxication and the accuracy of memory recall, demonstrating the potential for alcohol-related biases in recollection (Lindsay, 1990). These findings shed light on the complex interaction between belief systems and cognitive functions, specifically regarding the reliability of eyewitnesses under varying conditions of perceived substance influence.
References
1. Assefi, S. L., & Garry, M. (2003). Absolut memory distortions: Alcohol placebos influence the misinformation effect. Psychology of Addictive Behaviors, 17(1), 102-109.
2. Lindsay, D. S. (1990). The role of misleading information in recall. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16(4), 890-897.
3. Rohsenow, D. J., & Marlatt, G. A. (1981). The balanced placebo design: Methodological considerations. Addictive Behaviors, 6(1), 107-119.
4. Loftus, E. F. (1991). The malleability of memory. American Scientist, 79(5), 442-451.
5. Loftus, E. F., & Palmer, J. (1974). Reconstruction of automobile destruction: An example of the interaction between language and memory. Journal of Verbal Learning and Verbal Behavior, 13(5), 585-589.
6. Garry, M., & Wade, K. A. (2005). The misinformation effect: A review of the literature. Narrative and Memory, 6, 35-52.
7. Pezdek, K., & Peng, K. (2000). The role of prior knowledge in the misinformation effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26(4), 1140-1147.
8. Mazzoni, G. A., & Lam, A. (2004). The use of suggestive questioning in the elicitation of memories. Memory, 12(6), 708-717.
9. Schacter, D. L. (1999). The seven sins of memory: Insights from psychology and cognitive neuroscience. American Psychologist, 54(3), 182-203.
10. Loftus, E. F., & Schooler, J. W. (1991). How the misinformation effect occurs: A theoretical analysis. Theories of Memory, 24-40.
This compact format summarizes the experiment while illustrating how specific conditions affect cognitive processing, setting the groundwork for further discussion and critical evaluation in the article critique paper.