{"id":15866,"date":"2024-03-17T21:48:30","date_gmt":"2024-03-17T21:48:30","guid":{"rendered":"https:\/\/www.writemyessays.app\/blog\/questions\/do-creative-people-see-optical-illusions-differently-than-most-analytical-people\/"},"modified":"2024-03-17T21:48:30","modified_gmt":"2024-03-17T21:48:30","slug":"do-creative-people-see-optical-illusions-differently-than-most-analytical-people","status":"publish","type":"questions","link":"https:\/\/www.writemyessays.app\/blog\/questions\/do-creative-people-see-optical-illusions-differently-than-most-analytical-people\/","title":{"rendered":"Do creative people see optical illusions differently than most analytical people?"},"content":{"rendered":"
 Research Proposal and Study Design Project
\nInstructions and Outline<\/div>\n
<\/div>\n
 Research Literature Review
\nInclude at least ten (10) primary journal articles (references) that address the topic.
\nIn addition, include at least ten (10) in-text citations within the paper.
\n\u2022 References are to be scholarly sources from the following databases:
\no APA PsycARTICLES from EBSCO
\no Psychology (Gale)
\no Psychology Database ProQuest
\n\u25aa Do not use Book Reviews
\n\u2022 Scholarly books can be used as References. Do not use the Textbook
\n\u2022 DO NOT use popular non-scholarly web sites (Wikipedia, etc.) or summary web
\nsites (Associations, government, etc.).
\no References and in-text citations need to be in proper APA Style.
\n\u2022 Each Reference must be included in the body of the paper through having at
\nleast one in-text citation in the paper.
\n\u2022 References MUST be pre-submitted to the class Embedded Librarian for
\napproval. No paper will be accepted without this approval.
\nUse the provided outline and directions below to compose an APA Style paper, 8 to 10
\npages in length (double-spaced).
\nStudents will submit their paper to Safe Assign and review the Originality Report before
\nfinal submission.
\nPaper Outline & Directions
\n\u2022 Title page: manuscript\u2019s first page
\n\u2013 Running head (abbreviated title) and page number (1)
\n\u2013 Title of the paper
\n\u25aa It should identify the main variables or theories, as well as the
\nrelationships being investigated.
\n\u2013 Author name(s) (byline) and affiliations
\nAbstract
\n\u2022 Concise summary of the paper that focuses on what was done and what was
\nfound. Between 150 and 250 words
\n\u2022 The abstract appears alone on page 2 of the manuscript.
\n\u2022 Written last, after the rest of the paper is done.
\n\u2022 An empirical study\u2019s abstract includes:
\n\u2013 A one-sentence statement of the problem or research question
\n\u2013 A brief description of the participants
\n\u2013 A brief description of the research method and procedures
\n\u2013 A report of the (expected) results<\/div>\n
\u2013 A statement about the conclusions or implications
\n\u25aa Research Proposal: Implications of the expected results
\nIntroduction
\n\u2022 Provides the background and orientation that introduces the reader to your
\nresearch study.
\n\u2022 A statement of the question\/problem or purpose of the study and explain
\nwhy the problem is important
\n\u2022 A review of the relevant literature.
\n\u2013 Provides a rationale for your study.
\n\u2022 Identify relevant variables and clearly define them
\n\u2022 Identify the hypotheses and how they relate to the research design
\n\u2022 A description of the research strategy (method) that was used to evaluate
\nthe hypothesis or to obtain an answer to the research question
\nMethod
\n\u2022 A relatively detailed description of how the study was conducted, including
\ninformation about the subjects or participants, procedures, and materials
\nused.
\nParticipants
\n\u2022 Number of participants
\n\u2022 How were they chosen: eligibility and exclusion criteria
\n\u2022 Basic demographic characteristics of the group, including age, gender, and
\nethnicity
\n\u2022 Any other characteristics relevant to the study (e.g., IQ or psychopathology
\ndiagnosis).
\nProcedure
\n\u2022 Provides a description of the step-by-step process used to complete the study.
\nInclude
\n\u2022 (1) a description of selection procedures
\n\u2022 (2) the settings and locations in which data were collected
\n\u2022 (3) any payments made to participants
\n\u2022 (4) ethical standards met and safety-monitoring procedures
\n\u2022 (5) any methods used to divide or assign participants into groups or conditions
\nand how many individuals were in each condition,
\n\u2022 (6) a description of instructions given to participants
\n\u2022 (7) the research design
\n\u2022 (8) any experimental manipulation or intervention
\n\u2022 (9) any apparatus or materials that were used.
\nMaterials
\n\u2022 Includes identification of the variables and how they were operationalized; that
\nis, how they were defined and measured.
\n\u2022 Each questionnaire used in the study requires a description, a citation, and an
\nexplanation of its function in the study (what it was used to measure).
\n\u2022 Include information on the instrument\u2019s psychometric properties (evidence of
\nreliability and validity). Expected Results
\n\u2022 Summarize how the data will be collected and analyzed o State the planned statistical analysis including the descriptive statistics and
\ninferential statistics
\n\u2022 State the expected or anticipated results
\n\u2022 Implications of the expected results
\n\u2022 Limitations of the proposed research study<\/div>\n
<\/div>\n
 Research Proposal and Study Design Project
\nThe Research Process <\/div>\n
<\/div>\n
 The process of planning and conducting a research study involves using the scientific
\nmethod to address a specific question.
\n\u2022 During this process, the researcher moves from a general idea to actual data collection
\nand interpretation of the results.
\n\u2022 Along the way, the researcher is faced with a series of decisions about how to
\nproceed.
\nFor this course, Research Methods in Psychology, students will compose a Research Proposal
\nand Study Design Project. That is, students will follow The Steps in the Research Process listed
\nbelow from Step 1 to Step 6b. Due to time constraints and practical limitations students will not
\nbe able to conduct an actual study. Thus, we will NOT BE ABLE to complete Steps 7-10.
\nBelow are listed The Steps in the Research Process. Each step is explained and includes the
\nspecific tasks involved in each step. We will follow these steps over the course of the semester. Research
\nProposal and Study Design Project page. You will be submitting your References for screening
\nand approval.
\nThe Steps in the Research Process
\n1. Find a research idea and formulate a research question: select a topic and search the
\nliterature to find an unanswered question or a question which you believe needs further
\nresearch.
\n\u2013 Weeks 1-3
\n\u2013 From the literature search compile your References
\n\u2013 Submit research topic:  \u2013 Submit References:  Form a hypothesis: a tentative answer to the research question.
\n\u2013 Goal of the research study is to demonstrate that your answer (your hypothesis) is
\ncorrect.
\n\u2013 The likelihood of a hypothesis being correct is often based on previous research
\nresults.
\n\u2013 Submit Research Question and Hypothesis: 3. Determine how you will define and measure your variables.
\n\u2013 The variables identified in the research hypothesis must be defined in a manner
\nthat makes it possible to measure them by some form of empirical observation.
\n\u2013 These decisions are usually made after reviewing previous research and
\ndetermining how other researchers have defined and measured their variables.
\n\u2013 By defining variables so that they can be observed and measured, researchers can
\ntransform the hypothesis into a specific research prediction that can be
\nevaluated with empirical observations in a research study.
\n1. Formulate research prediction through incorporating operationally
\ndefined variables into the research hypothesis
\n\u2013 In your literature search find measurement instruments (tests, questionnaires,
\nscales) that you can use in your research study.
\n1. Provide the names of the measurement instruments
\n2. Provide information regarding the validity and reliability of the
\ninstruments
\n3. Identify the scales of measurement of the measurement instruments
\n(nominal, ordinal, interval, ratio).
\n\u2013 Submit Operational Definitions and Research Prediction:  4. Identify the participants or subjects for the study, decide how they will be selected, and
\nplan for their ethical treatment.
\n\u2013 Determine how many individuals you will need for your research
\n\u2013 Plan where and how to recruit them.
\n\u2013 Determine and identify your sampling method. See Table 5.1 (titled 8.1)
\n1. Identify limitations of your sampling method.
\n\u2013 It is the responsibility of the researcher to plan for the safety and well-being of
\nthe research participants and to inform them of all relevant aspects of the
\nresearch, especially any risk or danger that may be involved.
\n1. Develop a written informed consent form. A consent form contains a
\nstatement of all the elements of informed consent and a line for the
\nparticipant\u2019s and\/or guardian\u2019s signature. See Table 4.3 for a list of the
\ncommon components of consent forms
\n\u2013 Submit Participant Selection Process and Informed Consent Form: 5. Select a research strategy to evaluate your research hypothesis.
\n\u2013 General approach and goals of a research study
\n\u2013 Usually determined by the type of question asked: variable relationship or cause
\nand effect
\n\u2013 Choose among descriptive, correlational, experimental, quasi-experimental, and
\nnonexperimental.
\n\u2013 Five research strategies
\n\u25aa Category 1: Strategies that examine individual variables
\n\u2022 Descriptive
\n\u25aa Category 2: Strategies that examine relationships between variables by
\nmeasuring two (or more) variables for each participant
\n\u2022 Correlational
\n3
\n\u25aa Category 3: strategies that examine relationships between variables by
\ncomparing two (or more) groups of scores
\n\u2013 Experimental
\n\u2013 Quasi-experimental
\n\u2013 Nonexperimental
\n\u2013 Comment on how your research strategy can influence both internal and external
\nvalidity.
\n1. Consider threats to internal and external validity of your study
\n1. Identify possible threats to internal validity.
\n1. Identify possible confounding variables.
\n2. Identify possible threats to external validity
\n\u2013 Consider and address any possible ethical concerns regarding the research study
\n6. Select a research design.
\n\u2013 How to implement the research strategy
\n\u2013 Decide on the specific methods and procedures you will use to conduct the
\nresearch study, i.e. correlation, experiment, quasi-experiment, and
\nnonexperimental.
\n\u2022 Require decisions about three basic aspects of the research study:
\n\u2022 Group versus individual
\n\u2022 Same individuals versus different individuals
\n1. Examine changes within the same group of individuals as they move
\nfrom one treatment to the next.
\n2. Uses a different group of individuals for each separate treatment
\nand examines differences between groups.
\n\u2022 The number of variables to be included
\n\u2022 Research Procedure
\n\u2022 Details about how the study is to be done
\n\u2013 Exact, step-by-step description of a specific research study
\n\u2022 Includes a determination of:
\n\u2013 Exactly how the variables will be manipulated, regulated, and measured
\n\u2013 Exactly how many individuals will be involved
\n\u2013 Exactly how the individual participants will proceed through the course
\nof the study
\n\u2022 Description of the research procedure is typically presented in the method
\nsection of the research report
\n6a. Planned Statistical Analysis: based on your research strategy, plan the statistical
\nanalysis. Include both the descriptive statistics and inferential statistics you plan to
\nuse in the research study
\n\u2022 Three research strategies and distinct data structures:
\n\u2013 Category 1: descriptive research strategy
\n\u2022 One group of participants; one variable measured per participant
\n\u2022 See Table 15.12
\n\u2013 Category 2: correlational research strategy
\n4
\n\u2022 One group of participants; two (or more) variables measured for
\neach participant
\n\u2022 See Table 15.13
\n\u2013 Category 3: experimental, nonexperimental, and quasi-experimental
\nresearch strategies
\n\u2022 Two or more groups of scores with each score a measurement of
\nthe same variable
\n\u2022 See Table 15.14
\n\u2022 Submit Research Strategy, Design, and Planned Statistical Analysis: 6b. Expected Results: final section of the body of the research proposal
\n\u2022 Summarize how the data will be collected and analyzed
\no State the planned statistical analysis including the descriptive statistics and
\ninferential statistics
\n\u2022 State the expected or anticipated results
\no Implications of the expected results
\n\u2022 Limitations of the proposed research study
\n\u2022 Submit Expected Results:<\/div>\n
<\/div>\n
The following steps are NOT being done due to class time restrictions<\/div>\n
 7. Conduct the study.
\n\u2013 Finally, you are ready to collect the data.
\n8. Evaluate the data.
\n\u2013 Use various statistical methods to examine and evaluate the data.
\n9. Report the results.
\n\u2013 One important aspect of the scientific method is that observations and results must
\nbe public.
\n\u2013 This is accomplished, in part, by a written report describing what was done,
\nwhat was found, and how the findings were interpreted.
\n10. Refine or reformulate your research idea.
\n\u2013 Most research studies generate more questions than they answer.
\n\u2013 If your results support your original hypothesis, it does not mean that you have
\nfound a final answer.
\n\u2013 Instead, the new information from your study simply means that it is now possible
\nto extend your original question into new domains or make the research
\nquestion more precise.
\n\u2013 Typically, results that support a hypothesis lead to new questions<\/div>\n
<\/div>\n
Grading information: <\/div>\n
Knowledge of
\nTopic and
\nDepth of
\nThought
\n(50)<\/div>\n
(50)
\nDisplays a thorough
\nunderstanding of the
\ntopic. Provides complete
\ndetailed responses that
\naddress ALL parts of an
\nAPA Research Proposal<\/div>\n
<\/div>\n
Depth and
\nIntegration of
\nResearch
\n(30)
\n(30)
\nUtilizes and effectively
\nincorporates more than
\nten scholarly sources,
\nand there is no need for
\nadditional citations.<\/div>\n
<\/div>\n
APA Style
\n(10)
\n(10)
\nError free APA Style.
\nParticular emphasis on
\nReferences and in-text
\ncitations<\/div>\n
<\/div>\n
Quality of
\nWriting
\n(10)
\n(10)
\nWriting is original,
\norganized & clear, and
\nfree of grammatical,
\nspelling, and punctuation
\nerrors.<\/div>\n
<\/div>\n
Please note: there must be 10 references taken from the intructed databases. I already have 4 references to use which are the following: <\/div>\n
<\/p>\n

References <\/span><\/p>\n

Alipour, A., & Kazemi, S. (2015). Dominant right hemisphere controls biased rotation perception. Psychology & Neuroscience, 8(4), 435\u2013441. https:\/\/doi-org.rcsj.idm.oclc.org\/10.1037\/pne0000034<\/span><\/p>\n



<\/p>\n

Lucas, B. J., & Nordgren, L. F. (2015). People underestimate the value of persistence for creative performance. Journal of Personality and Social Psychology, 109(2), 232\u2013243. https:\/\/doi-org.rcsj.idm.oclc.org\/10.1037\/pspa0000030<\/span><\/p>\n

Mata, A., Ferreira, M. B., & Sherman, S. J. (2013). The metacognitive advantage of deliberative thinkers: A dual-process perspective on overconfidence. Journal of Personality and Social Psychology, 105(3), 353\u2013373. https:\/\/doi-org.rcsj.idm.oclc.org\/10.1037\/a0033640<\/span><\/p>\n


Nusbaum, E. C., Silvia, P. J., & Beaty, R. E. (2014). Ready, set, create: What instructing people to \u201cbe creative\u201d reveals about the meaning and mechanisms of divergent thinking. Psychology of Aesthetics, Creativity, and the Arts, 8(4), 423\u2013432. <\/span>https:\/\/doi-org.rcsj.idm.oclc.org\/10.1037\/a0036549<\/span><\/a><\/span><\/div>\n","protected":false},"excerpt":{"rendered":"

 Research Proposal and Study Design Project Instructions and Outline  Research Literature Review Include at least ten (10) primary journal articles (references) that address the topic. In addition, include at least ten (10) in-text citations within the paper. \u2022 References are to be scholarly sources from the following databases: o APA PsycARTICLES from EBSCO o Psychology […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"closed","template":"","meta":[],"disciplines":[7],"paper_types":[],"tagged":[],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/questions\/15866"}],"collection":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/questions"}],"about":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/types\/questions"}],"author":[{"embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/comments?post=15866"}],"version-history":[{"count":0,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/questions\/15866\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/media?parent=15866"}],"wp:term":[{"taxonomy":"disciplines","embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/disciplines?post=15866"},{"taxonomy":"paper_types","embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/paper_types?post=15866"},{"taxonomy":"tagged","embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/tagged?post=15866"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}