Higher Level of Visual Processing

I hope that after this lesson you will never take your brain and mind’s amazing ability to recognize objects and process vision for granted again. We all take it for granted because almost all of the processing is occurring in the unconscious part of our mind. Doing this work in the unconscious allows us to do parallel processing which means that we can do a bunch of different types or pathways of processing at the same time. This is necessary for us to recognize objects in real time. One of the reasons that scientists have realized how amazing our object recognition skills are has to do with trying to make computers that can do the same thing. Watch this 4 minute lecture from an artificial intelligence course about why object recognition is so hard. Remember that brains are also using the intensity and color of light detected by individual photoreceptors, and somehow putting it together and recognizing objects.
http://www.youtube.com/watch?v=uJIyRwGAv_Y (Links to an external site.)Links to an external site.
Minimize Video
Now read module 5.3 (module 6.3 in the 11th edition).
Another way that helps us understand what the brain normally does is to study people who have a deficit. You read a little about visual agnosia in the textbook. Now listen to a fascinating story on Radiolab (one of my favorite radio shows to use in class!) about prosopagnosia (inability to recognize faces) with Oliver Saks and a famous portrait painter. It is about 25 minutes long, if you are rushed for time just listen to the first 10 minutes or so. Feel free to download it as a podcast and listen to it on your phone or ipod during your commute or while you make dinner!
http://www.radiolab.org/story/91967-strangers-in-the-mirror/ (Links to an external site.)Links to an external site.
Now answer the following questions:
1.What practical difficulties (in their daily lives) occur to people with agnosias? Note: do not just define what an agnosia is, say how that problem affects people.
2. How do people with visual agnosias adapt?

Religious debate over "objective morality"

10: The Religious debate over “objective morality”
One of the most heated and famous debates in Western philosophy, still quite relevant today in seminaries, philosophy departments, and in the public debate about religion and atheism, is whether or not God is necessary for morality.  God, for the purposes of a philosophy course regarding this topic, is treated as an entity which objectively grounds morality.  It is necessary at this point to define objective vs. subjective.
This is what the God of Abrahamic (Judaism, Christianity, Islam) religion provides: a basis to make moral claims into objective claims, because an eternal God who exists outside of time, and who created all time and all matter with a moral purpose in mind, is clearly not simply another subject.  “I think that capital punishment is wrong,” is a subjective claim.  “Capital punishment is wrong,” takes the structure of an objective claim but (see readings) Hargrave would argue that it only can be believed to be objective for religious people.  This is what they mean when they claim that there is no morality without God.
So…”there is no morality without God.”  This is the challenge issued from religion.  A number of atheist writers have responded to these religious perspectives, which form the other part of this topic (see Discussion Forum #11 on forums on Nietzsche and Sartre, and #12 on Hitchens and the New Atheists).
 
For the religious side of the debate, I opted to focus in on Hargrave because it is short and sweet, so to speak, and he specifically focus on why morality, as such, can be the cornerstone premise for the existence of God, and therefore of an essentially spiritual humanity.  Their argument is not so much, “God is real, therefore morality is real,” but rather, “we all agree that morality is real; God is the only explanation.”  I am interested in anyone who wants to start forums on other religions regarding this issue.
 
Hargrave’s most intriguing point is a proposed difference between moral behavior and morality.  Atheists, he argues, have moral behavior, and have various practical reasons for it, but have no morality, defined as an objective reality.  Atheists may feel like killing babies is wrong, but it is not actually, objectively speaking, wrong.  Perhaps an atheist can believe that, “it is impractical; it does not promote human survival,” or, “as a healthy adult human, I am repulsed by it, because that is my genetic and cultural programming,” but neither of these statements amount to the same thing as saying that it is wrong, regardless of our opinions of it.
 
C.S. Lewis develops this point in more detail (no required reading).  One of his most quoted ideas on the subject:  “Think of a country where people were admired for running away in battle, or where a man felt proud of double-crossing all the people who had been kindest to him. You might just as well try to imagine a country where two and two made five.”  What are other values that might be universal?  Lewis is claiming that the laws of morality are as absolute as the laws of math; you cannot imagine a human society who contradicted the laws he alludes to in this quote.  Thoughts?
What are some reasons that moral values might be universal other than the claims of religion being true?  What are the logical implications of moral values are not universal?  Is that something that we can simply give up on?
11:  Sartre and Nietzsche
Forums # 10, 11, and 12 go together, in terms of themes.  One way of framing this issue is that we have the “challenge” from religion: there is no morality without God.  Then we are exploring three different styles of atheist response: existentialist (Sartre), nihilist (Nietzsche), and the New Atheists, which have their own forum.
 
I will confess a bias towards what I’m choosing to call the the “old” atheists (Sartre and Nietzsche) rather than the new; I think that what Nietzsche and Sartre had to say about the implications of atheism is more interesting than all of Dawkins, Hitchens, and Harris put together.  I have put a lot of effort into trying to explain the Sartre excerpt.  This is because Sartre attempts to criticize the relevance of religion, whereas the New Atheist writers (see Hitchens) tend to focus on the truth of religion.  If something is irrelevant, it no longer matters whether it is true, allowing Sartre’s perspective to circumvent the endless debates on whether or not this or that miracle happened, or whether to trust the feeling one might have when one prays.
 
Sartre’s objections to religion are obvious; it is important to note that Sartre did NOT believe that he could prove that God did not exist, but rather that if He did exist, God, gods, or anything else supernatural is simply irrelevant to our moral situation, our moral plight.
Sartre’s objection to other atheists is more subtle.  Sartre’s mission in his 1946 speech is predominately to, as the title implies, defend the idea that existentialism is a form of humanism, that it is not nihilism.  Another way of putting this is that Sartre was trying to argue that there was at least one form of atheism (existentialist) that was NOT nihilistic.  All of which begs several questions, but let’s start with: what’s nihilism?
Nihilism, frequently defined glibly as, “belief in nothing,” is most associated with the German Philosopher Frederich Nietzsche.  Nihilism is what most Abrahamic religious folks argue all atheism leads to: we are nothing but intelligent animals who disappear into oblivion when we die, and all claims, all thoughts and experiences, involving good/bad, right/wrong, true/false, or beautiful/ugly have no lasting value; they do not refer to anything real, but instead to shifting purely subjective norms.  Life, in the ultimate sense, in the objective sense, is meaningless.
 
A humanist is someone who believes that a, “man is the measure of all things,” and takes joy in this, feels like the potential of the human being to create art, ideas, community, values, etc. is beautiful, is sublime, and can give life true meaning.  At the heart of Sartre argument is a very simple, very idealistic claim: that if we only made all decisions in total freedom, if we only thoughts of these decisions in terms of complete responsibility, then the world would be a much better place.  There is a right and wrong way of making decisions, but no absolutely right or wrong decision.
What do you think of this claim (if it is confusing and you have not done the reading, please do.  The Nietzsche is imposing, the the Sartre is shorter and hopefully more accessible)?  Is it possible to freely decide, admitting that you could freely decide to do otherwise, to be a killer, or to be depressed and anti-social, or to be a hateful, bitter person?
What do you guys think of Sartre’s foundational premise that existence precedes essence, that there is no human nature?  Are we blank slates, or is this idea a bit dated?
 
What (be honest) do you think of the fantasful dialogue I wrote at the end of the Sartre reading?
A little more on Nietzsche:
Nietzsche is more of a ranting critic than a philosopher, but man oh man, could that man critique.  His concepts of Master Morality and Slave Morality were were a major upheavel of thought for me in terms of how I had thought of the concepts “good” and “bad”.  I’ve come to think of his schema of Master and Slave moralities in terms of a Ferrari vs. a Toyota Prius:
Meet Jack and Jill; Jack buys a Prius, because he is convinced that it is better for the air quality, better for his children and grandchildren.  “Better” meaning more healthy, more helpful; in a word, useful.  In choosing between dozens of models of car, he is a utilitarian, choosing the car with the best consequences for the greater good, like Peter Singer would say he should.
Jack feels great about himself until he reads some article about how the batteries for the Prius are manufactured.  They are so environmentally harmful as to cancel out the benefits of low emissions, so he decides that buying a used Honda Civic would, by a clear margin, be even better environmentally.  He exchanges cars, only to read yet ANOTHER article about how clean diesel is probably best.  His head spins in circles…he wants to do what is best, but what is that?
 
Jill laughs at people like Jack; her choice is between a Ferrari, a Humvee, and (why not?) a flying car prototype.  She goes with the Ferrari.  ALL her considerations have to do with her own enjoyment, both in terms of immediate pleasure and in terms of aesthetic appreciation for the designers.  After all, many rich people who spend money on fine cars or expensive art feel good about doing these things.  Morality is about human flourishing, not just about how much we should help the poor.
Master morality is the morality of lust and vanity; Nietzsche’s idea is that if an ethical system were written by masters, by aristocrats and dictators and larger-than-life artists, by the truly powerful and exemplary people among us, what would they write?  What would they value?  They would glorify themselves, and that is an essential part of morality.  Try to imagine a world where no-one did anything, created anything, out of simple lust, self-glorification, pleasure seeking, and vanity.  It would be a terribly dull place.
But what if slaves produced moral codes?  They would go with what is useful.  The notion that almost everything called, “morality,” is basically slave morality, is basically simply asking, “how can I be useful?” is a devastating critique of mainstream morality.  Peter Singer asks us to answer the question: in terms of dollars and cents, how can I be most useful to the largest number of people?  Nietzsche’s critique of all such notions is: why are you asking that?  There is no reason why we ought to be useful to one another.  Self-glorification mostly drives culture forward, for good as well as for ill.
What are some examples (either as categories, or in terms of specific people) of master morality?  Of people doing things, and thinking of these things as good, even though (or perhaps because) they are driven by lust, vanity, and self-glorification?  Fictional characters welcome.
What do you think of Nietzsche’s apparent preference for master over slave?  Is slave morality, the morality of utility, really that dull and uninteresting?  Can you see why nihilists would claim that, if we all made decisions as Jack did, our consumer lives and out cultural lives would become somewhat inhuman?
Nihilists are sometimes accused of being elitist; after all, Nietzsche’s “superman,” the perfect embodiment of Master Morality, is presented as being extremely rare.  Very few of us can stare the essential bleakness of life in the face and not only accept it, but glory in it, become Masters.  Thoughts?
12: The New Atheists 
 
Who are the New Atheists?  Just what is “new” about them?
Wired Magazine has done a series of profiles and articles about the New Atheists, have indeed help codify them as a group, as a movement.  A decent introduction to their project is found here, although it doesn’t include Hitchens (no, this is not required reading):
http://www.wired.com/wired/archive/14.11/atheism.html (Links to an external site.)Links to an external site.
Dawking helpfully gave a recent interview with cnn.com:
http://globalpublicsquare.blogs.cnn.com/2013/09/27/dawkins-religion-no-moral-compass/?hpt=hp_bn2 (Links to an external site.)Links to an external site.
Search wired.com for Hitchens, Dawkins, or anyone else, and you’ll find some interesting coverage.
What is “new”?  I’d say it’s two things, which overlap:
(1) New Atheist authors are sarcastically, ascerbically outspoken in their critique of all of religion.  Nietzsche and Sartre both believed, albeit it in rather different ways, that atheists should not exhaust themselves in proofs that God or gods did not exist; instead, present your own theory, which assumes atheism as a premise, and hopefully the truth of atheism will sink in.  Whereas New Atheist authors believe that showing that the claims of religion are false, that religion itself is mostly of great harm to the world, is a deeply important project in-and-of itself.  We atheists, they are saying, must speak the truth about religion, regardless of which atheist theory we subscribe to.  And the truth they see about religion is shocking and dismaying.
(2) The New Atheists are populist, this being the opposite of elitist.  They believe that atheists ought to, “come out of the closet.”  It is difficult to overstate how radical this is in the history of ideas.  There were atheists among ancient Greeks and Hindus, but they did not believe, as far as we know, that it was important to stand proud and say, “I am an atheist,”; indeed, almost all intellectual movements surrounding atheist writing have assumed, until this latest crop, that most people would probably remain religious, because most people cannot handle the truth.  Not so, say the New Atheists; that is insulting to, “most people.”  Your average Joe can become an atheist.  Your average soccer mom can handle it, would indeed be better off.
Questions for discussion: People who geek out about these authors are often enamored of the Pastafarian movement, AKA, the church of his noodly appendage.  These are people who claim (and they are an officially registered religion with the US Federal gov, with the right to marry people and register houses of worship as non-profits) to worship the Flying Spaghetti Monster.  Their mantra: “We’ll stop believing in our God when you stop believing in yours.”
The FGM website and movement centers around a fascinating, simple argument, begun, perhaps, by the philosopher David Hume, who suggested that the world might have been created by a loving God, or it might have been laid as an egg by a gigantic chicken floating in outer space; neither claim was any more or less verifiable or rational.  Similarly, the FGM crowd’s argument can be summarized in two forms:
(1) So some of you believe in God, and some of you believe in karma and reincarnation.  Well, guess what!  I believe that the there are two Gods; one is Butterfinger wrapper that’s in my kitchen trash can, and the other is the sweater I’m wearing.  My claims are no more or less verifiable or rational than yours.  Mock me, and you mock yourself.
(2)  The extreme diversity of religious belief about the origin of the universe and the purpose of existence, the world, and mankind is such that the most logical conclusion is not that one belief system is right, but that they are all wrong.  If any particular supernatural narrative were true, it would have become manifest or dominant by now.  The rational person either accepts one religion, or rejects them all, because religions make factual claims about the world that directly contradict one another, so you can ‘tolerate’ and ‘respect’ as many as you like, but you cannot accept them.
Both arguments have a common strategy: that all claims about the supernatural are on equal footing by definition, so therefore we may as well just make up our own ‘god’ or else stop believing in all spiritual narratives.  This basic, sarcastic, total dismissal of all religious experience is quite effective and popular among a growing number of people.  Just in San Francisco, several groups with Pastafarian pamphlets picket religious events at AT&T park to hand out atheist literature.  What do you think of these arguments?
A few caveats for discussion:
 
The most common response to this topic, especially for students who look up a bunch of quotes by Daniel Dennet and Richard Dawkins, is something akin to, “Well, I think we should respect everyone’s religious belief, so I just don’t know why these writers and their fans are being so intolerant.”  It’s important to note that all these authors and probably all their followers respect the legal right of anyone to believe anything they want.  They’re not trying to take the ‘right to believe’ away from anyone.  Their attitude is that being forthright and aggressive (aggressive in terms of argument and intellectual engagement) in trying to spread their belief system is no different from any religious missionary, and ought to be taken seriously.  In other words, try to engage with the arguments, instead of simply pointing out that they are rude.

Knowledge Acquisition and Memory Development

Knowledge Acquisition and Memory Development
Prior to beginning work on this assignment, please read all the required readings and the Instructor Guidance, as well as view all required multimedia. It is suggested that you also review the recommended resources for this week as a number of them may assist you in creating this written assignment with links to applicable articles.
Too often, when we learn about memory development, we forget that this has a direct relationship to effectively learning. Knowledge is essentially a memory and how well we process information affects our performance at many levels. For this paper, you will be explaining some of the cognitive-based ideologies that explain how memory development works, how it is affected by outside variables, and strategies for improving one’s own information processing effectively. You will demonstrate an understanding of psychological research methods and skeptical inquiry by correctly utilizing support resources within your writing.
Discuss the following in your paper:

  • What is memory development and how does it relate to acquiring new knowledge?
  • Why is it important to successfully move information from working (short-term) memory to long-term memory (effective information processing)?
  • What strategies can be utilized to move knowledge from working memory to long-term memory more effectively? (List a minimum of three strategies.)
  • How much does attention and perception play a role in successful development of schema?
  • How do the types of memories (knowledge) affect how we effectively process information?
  • Consider the following:
  • Semantic memories
  • Episodic memories
  • Autobiographical memories
  • How does false memory development affect how we learn effectively? Is anyone immune?

 

  • Must be five to six double-spaced pages in length (not including title and references pages) and formatted according to APA style
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use headings and sub-headings.
  • Must use appropriate research methods to support the content inclusions.
  • Must begin with an introductory paragraph that has a succinct thesis statement. [Explain the topic of this paper and succinctly summarize the elements you will discuss.]
  • Must address the topic of the paper with critical thought.
  • Must end with a conclusion that summarizes your topic and findings.
  • Must use at least one scholarly source from the Ashford University Library, in addition to the required e-book.
  • Must not use quoted material.
    • Please synthesize the information you have read.
  • Must document all sources in APA style.
  • Must include a separate reference page that is formatted according to APA style

Template:
 
[Write introduction]
Memory Development [heading]
[content]
Effective Processing [sub-heading]
[content]
Attention and Perception [sub-heading]
[content]
Types of Knowledge [sub-heading]
[content]
Potential strategies. [content]
False Memory Development [sub-heading]
[content]
Conclusion [heading]
[content]
 
References
[List of references]
Example of formatting:
Rosser-Majors, M.L. (2017). Theories of learning: An exploration. San Diego, CA: Bridgepoint Education.
Turner, M. L., & Engle, R. W. (1989). Is working memory capacity task dependent? Journal of Memory and Language, 28, 127–154. doi:10.1016/0749-596X(89)90040-5

write three limericks about neuroscience

For this assignment, you’ll write three limericks about neuroscience.  A limerick is a miniature poem. Here’s an example, about neuroplasticity:
It’s a fortunate person whose brain
Is trained early, again and again,
And who continues to use it
To be sure not to lose it,
So the brain, in old age, may not wane.
(in Rosenzweig & Bennett (1996). Behavioral Brain Research, 78, 57-65)
Each of your three limericks should be five lines long, and should obey the conventional limerick rhyming structure (AABBA; the first, second, and fifth lines should rhyme with each other, and the third and fourth should rhyme as well).  Usually the first, second, and fifth lines are a little longer than the third and fourth lines.
One of your limericks should be about neurons, one of your limericks should be about a neurotransmitter of your choice, and one of your limericks should be about a brain structure, region, or lobe of your choice.  Your limericks should each present accurate and thoughtful descriptions of their biological functions, and their role in psychology.
Your submission, like all reflection assignments, will be graded according to the following rubric:

  • ONE POINT: Consistently addresses assignment instructions with irrelevant information, ignores instructions, or provides superficial, incomplete, or unwarranted responses to the instructions.
  • TWO POINTS: Mostly addresses the assignment instructions, but includes misinterpretations of evidence, faulty conclusions, or presents claims that are not consistent.  Two points will be given if the submission is reasonably complete, but still appears to have been given minimal thought and critical analysis.
  • THREE POINTS: Consistently addresses the assignment instructions with accurate interpretations of evidence, identifies the most important aspects of the topic, and presents conclusions that demonstrate thoughtful analysis and evaluation.

Your limericks must be written originally, by you.  Submissions will be processed through TurnItIn.com to ensure their originality.

common roles in family systems

Rosie’s mother has a drug problem and often sleeps well past the time her children need to get up for school. Rosie takes it upon herself to get her siblings up, give them breakfast, and get ready for school. She, being the oldest child, has been assuming more and more responsibility for tasks around the house.
Answer the following:
Which of the four most common roles in family systems do you think Rosie is taking on?
What are the potential long-term consequences for Rosie in taking on these heavy responsibilities?
What message do you think Rosie’s role as “second mom” sends to her siblings about Rosie and their mother?

how powerful race and gender are in defining our identities

we saw how powerful race and gender are in defining our identities.  Despite advances towards equality, racism and sexism continue to exist in our society. 
Thinking about these ideas, describe how race and gender shape a person’s life.  Which is most powerful in a person’s life: race, gender, or class?  How do all three intersect in your life?  How are your own experiences different (or the same) as your parents’ experiences?  Be sure to support your answer with the text, appropriate outside resources, and your own personal experiences.
Create a response in 3 paragraphs to the discussion question. Cite sources and include references in your response. Submit your response to the Discussion Area by the due date assigned. Through the end of the module, review and comment on at least two peers’ responses.

the future of the innovation

Need a paper about this article https://www.forbes.com/sites/lbsbusinessstrategyreview/2017/10/16/uber-a-story-of-destructive-creation/#4999a4c77c87
Innovation in the News
(IITN):
Making the Connection,  link to and a brief summary of a recent article related to innovation and innovation management to the class discussion forum.
Publications you may find useful include the NY Times, Sloan Management Review, Harvard Business Review, Business Week’s Innovation section, Wired, Inc., Strategy+Business, Technovation, and MIT Technology Review.
Your posting should highlight the important issues and clearly establish fit with the
course.
Forecast the future of the innovation

summary of the film“The Deadly Deception”

summary of the film“The Deadly Deception”

Video Information
Lookup the video on YouTube using the following information-
Title: The Deadly Deception
Run Time: 56:27
Content Provider: YouTube; MNK HIST
Ideas have Consequences:
Deception in Research Writing Assignment. (15 pts)
Due: MWF (Mon. 2/12/18, by at the beginning of class) or TR (Tues. 2/13/18 at the beginning of class)
Length: Minimum 1-1 1/2 pages typed. Double Spaced.
Any outside sources must be included in an APA style reference page. Points will be deducted for lack of citation/reference of sources.
Option 1: Turn in a Typed, Double-spaced, response to the original option questions regarding research ethics and the video “The Deadly Deception”
Option 2: Turn in a Typed, Double-spaced, summary of the film “The Deadly Deception”. I.E., who, what, where, etc.
Option 1 Questions:

1) What did you think about the film? Why?
2) Do ethics (morals in professional fields) matter? Why or Why not?
3) In your own words, what is the Eugenics movement?
4) Do you think the methods of Eugenics are still practiced today? Why or Why not?
5) Do you think the assumptions (presuppositions), behind the beliefs, methods, and theories, about some races/classes of individuals being “lesser” people influenced the methods of deception in the Tuskegee Experiments? Why or why not?
6) Was the view that these were “lesser” people just about racism? Why or Why not?
7) Should deception be used in experimental research? Why or Why not?
8) Can ideas (scientific, unscientific, etc.) be neutral (Neither good nor bad, right nor wrong)? Why or Why not?
Quotes to prompt your writing (disregard or use as you see fit):
About the prominent assumptions in logic and theory used by researchers involved in the Tuskegee Experiments and movements like Eugenics:
“At some future period, not very distant as measured by centuries, the civilised races of man will almost certainly exterminate and replace throughout the world the savage races.”
—Charles Darwin, The Descent of Man (1871 edition, J. Murray, London), Part I, Chapter VI, p. 201
“The most merciful thing that the large family does to one of its infant members is to kill it.”
—Margaret Sanger, Woman and the New Race (1920), Chapter V, “The Wickedness of Creating Large Families,” available at http://www.bartleby.com/1013/5.html.
“Natural selection’s death rate of the jungle helped to purify the primitive race by destroying the weak and permitting only the strong to live and reproduce. Eugenicists hope to arrive at the same result by the selective birth rate.”
— Lena K. Sadler, “Is the Abnormal to Become Normal?” in A Decade of Progress in Eugenics, Scientific Papers of the Third International Congress of Eugenics(Baltimore: Williams and Wilkins Co., 1934), p. 198.
“The life of a newborn baby is of less value than the life of a pig, a dog, or a chimpanzee.”
—Peter Singer, Practical Ethics (New York: Cambridge University Press, 1979), pp. 122-123
About the connection between the assumptions behind certain components of Darwinian Theory and methods of Eugenics seen in the Nazi Regime.
– “Anytime one wants to come to… the ideology of the Nazis and say ‘Where does it come from? What gave these people these ideas?’ that’s already crossing into a forbidden zone. Nobody really wants to talk about it unless it can be discussed in terms that are completely inoffensive, innocuous, and uninteresting. [However], if one wants to say, ‘look the Nazis may have been fairly primitive in their thinking’, I think that’s true, these were not profound sophisticated intellects. [One might ask], ‘just where did they take their ideas from?’ and one place that’s obvious for anyone who reads the German sources and knows that whole milieu in Germany is that they were profoundly influenced by events taking place fifty, sixty, seventy years ago in England and then with the publication of Charles Darwin’s The Origin of the Species. This does not mean, of course, it does not mean that Darwin was a member of the SS or that Hitler had Origin of the Species at his bedside table. It could well be that Hitler’s ignorance of the details of evolutionary biology was profound. [When] we talk about the association between the Darwinian idea of evolution and the development of Nazi and Communist ideologies, we don’t have a direct connection in mind. We have necessary, but not necessarily sufficient conditions.” Dr. David Berlinski, What Hath Darwin Wrought?

consequences of racial discrimination in terms of household net worth and prison sentencing

1.What are some consequences of racial discrimination in terms of household net worth and prison sentencing?
2. What is colorblindness? Is it a positive value to have or not? Explain your position.

3. Yer Vang, a Hmong student, complained that her social studies teacher never called upon her in class. She told the principal, “I know the answers, but the teacher won’t call upon me because he doesn’t want me to show up the white students.” The teacher admits that he didn’t call upon Yer too often, but the reason was that he didn’t want her to be embarrassed in front of the other students. “I know how lonely she must feel as the only Hmong student in class,” he explained, “so I don’t want to put any more pressure on her than I need to. And since this is an accelerated class, I was trying to be sensitive to the fact that it could be terribly embarrassing for her if I did call on her and she didn’t know the answer. I just didn’t want to put her in that position.”

Questions for discussion:

What is the problem?

How would you have handled it differently?

What does the situation say about teachers being extra sensitive or insensitive?

Psychological Assessment

Psychological Assessment Report

A psychological assessment report is created by psychology professionals to inform groups or individuals of the assessments appropriate for their current needs. This type of report also includes a summary of the services provided to these groups or individuals. This evaluation is used by the various entities to assess basic needs, competencies, preferences, skills, traits, dispositions, and abilities for different individuals in a variety of settings.
Psychological reports vary widely depending on the psychology professional creating it and the needs being assessed. Some of the psychology professionals who create this type of report include counselors, school psychologists, consultants, psychometricians, or psychological examiners. This type of report may be as short as three pages or as long as 20 or more pages depending on the needs of the stakeholders. Many reports include tables of scores that are attached either in an appendix or integrated into the report. Despite the many variations in assessment reports, most include the same essential information and headings.
Students will choose one of the personality assessment scenarios from the discussions in Weeks Two, Three, or Four to use as the basis of this psychological assessment report. Once the scenario has been chosen, students will research a minimum of four peer-reviewed articles that relate to and support the content of the scenario and the report as outlined below. The following headings and content must be included in the report:
The Reason for Referral and Background Information
In this section, students will describe the reasons for the referral and relevant background information for all stakeholders from the chosen personality assessment scenario.
Assessment Procedures
In this section, students will include a bulleted list of the test(s) and other assessment measures recommended for the evaluation of the given scenario. In addition to the assessment(s) initially provided in the personality assessment scenario from the weekly discussion, students must include at least three other measures appropriate for the scenario.
Immediately following the bulleted list, students will include a narrative description of the assessments. In the narrative, students will examine and comment on the major theoretical approaches, research methods, and assessment instruments appropriate for the situation and stakeholder needs. In order to defend the choice of recommended assessments, students will evaluate current research in the field of personality theories and provide examples of how these assessments are valid for use in the chosen scenario. For additional support of these recommended assessment measures, students will evaluate the standardization, reliability and validity, and cultural considerations present in these personality assessments that make them the most appropriate tools for the given scenario. Students will conclude the narrative by assessing types of personality measurements and research designs often used in scenarios like the one chosen and providing a rationale for why some of those assessments were not included.
General Observations and Impressions
In this section, students will describe general observations of the client during the assessment period provided in the chosen personality assessment scenario and explain whether the client’s behavior might have had a negative impact on the test results. Students will analyze and comment on how the APA’s Ethical Principles and Code of Conduct affected the implementation of the personality assessment during the initial process. Based on the observations and analysis, students will assess the validity of the evaluation and make a recommendation for or against the necessity for additional testing.
Test Results and Interpretations
In this section, students will analyze the results of the assessment provided in the chosen personality assessment scenario. Based on the score, students will interpret the personality factors (conscientiousness, openness, emotional stability, introversion, extroversion, work drive, self-directedness, etc.) that are present.
Note: Typically, this section reports test results and is the longest section of a psychological assessment report because the results of all the tests administered are analyzed and reported. Some psychologists report all test results individually, while others may integrate only a portion of the test results. However, in this report, only the assessment presented in the chosen personality assessment scenario will be included.
Summary and Recommendations
In this section, students will summarize the test results.  They will provide a complete explanation for the evaluation, the procedures and measures used, and the results and include any recommendations translating the evaluation into strategies and suggestions to support the client. Finally, students will provide any conclusions and diagnostic impressions drawn from the previous sections of the report.

Writing the Psychological Assessment Report

The report:

  • Must be six to ten double-spaced pages in length and formatted according to APA style as outlined in the Ashford Writing Center.
  • Must include a title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must include the required headings and content as listed above.
  • Must address the topic of the paper with critical thought.
  • Must utilize assessment manuals as necessary to support the inclusion and results of the assessments.
  • Must use a minimum of four peer-reviewed sources, at least two of which must be from the Ashford University Library.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.