IQ Experiment report Editing (Psychology, but easy)
i have IQ experiment report homework. and i need someone who can finish editing, and a bit writing it within 24hours. I will attatch guideline file, my almost finished report file, and also stuff what you need to write based on. So all of info you need to write is in my PPT file, you will write/edit my report file based on the PPT file. You should write sentences based on statistic direction. go check my files ! I finished most of it, so you will just write more sentences where its needed, and finish writing about “Result section.” In Result section, you need to make simple tables as following guideline. If i choose working with you, i will give specific direction again. Thanks for reading this!
SS2028 Basic Psychology II
Estimating I.Q.
Guideline for Data Collection, Group Presentation and Individual Report
Background
This exercise will examine one aspect of our self-concepts, which is how our intelligence compares with others’. Past research has shown that people are asked to estimate their own I.Q. and those of their parents, there are consistent sex differences in their estimations (Hogan, 1978). Men in general gave higher estimates of their own I.Q. than did women. Both males and females estimated their father’s I.Q. as higher than that of their mother’s, and the father’s IQ higher than their own. This pattern of findings has been attributed to sex-role stereotypes such that the female role is not expected to involve a demonstration of competence or intelligence. This unfavorable view of the females on their own abilities appears to become observable from childhood onward.
The purpose of this exercise is to examine if these conclusions apply to self-estimated practical I.Q. nowadays (i.e., the ability to use information to get long in life; Sternberg, 1997).
Data Collection Instructions
You are required to work individually in this exercise and collect data from two male and two female peers whose ages are similar to yours and among which their affiliated college or faculty comes from at least 2 different colleges and faculties. These participants should be completely naïve with respect to the aim of the exercise. You need to collect the data in a face-to-face manner. People who claim to know their true practical I.Q. scores (or that of their parents) should be excluded from this exercise. They should be informed that you are doing a psychological research and asked if they are willing to answer three short questions:
1. By comparison with the Hong Kong average practical I.Q. score of 100, what do you estimate your practical I.Q. would be, should you take one of the standard, objective tests? (lowest = 55, highest = 145)
2. By comparison with the Hong Kong average practical I.Q. score of 100, what do you estimate your mother’s practical I.Q. would be, should she take one of the standard, objective tests? (lowest = 55, highest = 145)
3. By comparison with the Hong Kong average practical I.Q. score of 100, what do you estimate your father’s practical I.Q. would be, should he take one of the standard, objective tests? (lowest = 55, highest = 145)
4. You are required to note down their answers to the questions and their gender and field of study (e.g. CLASS; CM; EE, etc.). There is no need for names and identification. After the participant has given his/her answers, you should debrief about the aim of the exercise as well as the explanation of the expected sex differences. Submit information about their answers, gender and field of study to Canvas for aggregation. Data collected from the whole class will be disseminated for report writing.
Group Presentation (8%)
Each student is expected to work in a group of 6-7 students to make ONE group presentation on Feb 9 2017. You will submit your group number when you submit the collected data through the google form.
The presentation should last for no longer than 8 minutes. In the presentation, you are expected to
(i) review the literature, motivate and identify the general questions you ask;
(ii) specify the hypotheses;
(iii) report the methodological and procedural details;
(iv) report the major findings;
(v) discuss the findings and their implications.
Assessment of the group presentation will depend on:
(i) understanding of the related concepts and methodology;
(ii) accuracy of materials reported in the presentation;
(iii) the organization and clarity of the presentation; and
(iv) the cooperation among all members in the group.
To facilitate the instructor from grading the presentation, please bring a hard copy of your group presentation powerpoint slides to class on Feb 9 2017.
Experimental Report (20%)
Each student in the group is supposed to hand in an individual report of the exercise written in APA format. In your report, you should provide a brief “Introduction” section, a complete “Method” section and a complete “Results” section. A brief discussion of the findings is also needed. No abstract is required. Please refer to the following and the APA publication manual for details of the APA format.
Introduction – Background of the study
(a) Identify the research question;
(b) Define the relevant terms;
(c) Specify the hypotheses;
Method — Methodological and procedural details
(a) Participants: sex, age and other relevant characteristics
(b) Materials: stimuli, instruments, and apparatus used in the experiment
(c) Procedures: how data were actually collected and participants were tested
(c) Statistical analyses: how your hypotheses were tested
Results — Report of major findings
(a) Report findings in relation to the major hypotheses; keep interpretations to a minimal
(b) Use tables and figures to facilitate clear presentation of data
Discussion
(a) Summarize the critical findings.
(b) Discuss what the findings mean (e.g., theoretically, and/or practically)
The paper should be no more than 800 words, and be submitted to TurnItIn for plagiarism checking on Canvas by 23 Mar 2017 5:00pm. Points will be deducted for exceeding the word limit. You will be deducted one sub-grade for late submission for 1 day. Submission after 7 days will be given a zero mark.
References
Hogan, H. W. (1978). I.Q. self-estimates of males and females. Journal of Social
Psychology, 106, 137-138.
Sternberg, R. J. (1997). The triarchic theory of intelligence. In P. Flannagan, J. L. Genshaft, & P. L. Harrison (Eds), Contemporary intellectual assessment: Theories, tests, and issues (pp. 92-104). New York: Guilford Press.
SS2028 Basic Psychology II
Estimating I.Q.
Guideline for Data Collection, Group Presentation and Individual Report
Background
This exercise will examine one aspect of our self-concepts, which is how our intelligence compares with others’. Past research has shown that people are asked to estimate their own I.Q. and those of their parents, there are consistent sex differences in their estimations (Hogan, 1978). Men in general gave higher estimates of their own I.Q. than did women. Both males and females estimated their father’s I.Q. as higher than that of their mother’s, and the father’s IQ higher than their own. This pattern of findings has been attributed to sex-role stereotypes such that the female role is not expected to involve a demonstration of competence or intelligence. This unfavorable view of the females on their own abilities appears to become observable from childhood onward.
The purpose of this exercise is to examine if these conclusions apply to self-estimated practical I.Q. nowadays (i.e., the ability to use information to get long in life; Sternberg, 1997).
Data Collection Instructions
You are required to work individually in this exercise and collect data from two male and two female peers whose ages are similar to yours and among which their affiliated college or faculty comes from at least 2 different colleges and faculties. These participants should be completely naïve with respect to the aim of the exercise. You need to collect the data in a face-to-face manner. People who claim to know their true practical I.Q. scores (or that of their parents) should be excluded from this exercise. They should be informed that you are doing a psychological research and asked if they are willing to answer three short questions:
1. By comparison with the Hong Kong average practical I.Q. score of 100, what do you estimate your practical I.Q. would be, should you take one of the standard, objective tests? (lowest = 55, highest = 145)
2. By comparison with the Hong Kong average practical I.Q. score of 100, what do you estimate your mother’s practical I.Q. would be, should she take one of the standard, objective tests? (lowest = 55, highest = 145)
3. By comparison with the Hong Kong average practical I.Q. score of 100, what do you estimate your father’s practical I.Q. would be, should he take one of the standard, objective tests? (lowest = 55, highest = 145)
4. You are required to note down their answers to the questions and their gender and field of study (e.g. CLASS; CM; EE, etc.). There is no need for names and identification. After the participant has given his/her answers, you should debrief about the aim of the exercise as well as the explanation of the expected sex differences. Submit information about their answers, gender and field of study to Canvas for aggregation. Data collected from the whole class will be disseminated for report writing.
Group Presentation (8%)
Each student is expected to work in a group of 6-7 students to make ONE group presentation on Feb 9 2017. You will submit your group number when you submit the collected data through the google form.
The presentation should last for no longer than 8 minutes. In the presentation, you are expected to
(i) review the literature, motivate and identify the general questions you ask;
(ii) specify the hypotheses;
(iii) report the methodological and procedural details;
(iv) report the major findings;
(v) discuss the findings and their implications.
Assessment of the group presentation will depend on:
(i) understanding of the related concepts and methodology;
(ii) accuracy of materials reported in the presentation;
(iii) the organization and clarity of the presentation; and
(iv) the cooperation among all members in the group.
To facilitate the instructor from grading the presentation, please bring a hard copy of your group presentation powerpoint slides to class on Feb 9 2017.
Experimental Report (20%)
Each student in the group is supposed to hand in an individual report of the exercise written in APA format. In your report, you should provide a brief “Introduction” section, a complete “Method” section and a complete “Results” section. A brief discussion of the findings is also needed. No abstract is required. Please refer to the following and the APA publication manual for details of the APA format.
Introduction – Background of the study
(a) Identify the research question;
(b) Define the relevant terms;
(c) Specify the hypotheses;
Method — Methodological and procedural details
(a) Participants: sex, age and other relevant characteristics
(b) Materials: stimuli, instruments, and apparatus used in the experiment
(c) Procedures: how data were actually collected and participants were tested
(c) Statistical analyses: how your hypotheses were tested
Results — Report of major findings
(a) Report findings in relation to the major hypotheses; keep interpretations to a minimal
(b) Use tables and figures to facilitate clear presentation of data
Discussion
(a) Summarize the critical findings.
(b) Discuss what the findings mean (e.g., theoretically, and/or practically)
The paper should be no more than 800 words, and be submitted to TurnItIn for plagiarism checking on Canvas by 23 Mar 2017 5:00pm. Points will be deducted for exceeding the word limit. You will be deducted one sub-grade for late submission for 1 day. Submission after 7 days will be given a zero mark.
References
Hogan, H. W. (1978). I.Q. self-estimates of males and females. Journal of Social
Psychology, 106, 137-138.
Sternberg, R. J. (1997). The triarchic theory of intelligence. In P. Flannagan, J. L. Genshaft, & P. L. Harrison (Eds), Contemporary intellectual assessment: Theories, tests, and issues (pp. 92-104). New York: Guilford Press.
