design an outline that will be used to create the Literature Review required as part of the Week 5-7 project
1. Students will use the Keiser University Online Library to find a minimum of five peer-reviewed journal articles (including articles found during previous weeks IF they apply to the student’s topic). All articles must be from Psychology Journals and address a psychological construct (i.e., topic).
2. For the initial discussion post, design an outline that will be used to create the Literature Review required as part of the Week 5-7 project. Use the following template when posting an outline for your initial discussion.
3. Students will then improve the outline during the week with the help of other students and the Professor. Once completed, students will cut/paste the outline information and submit it as part of their Week 5 assignment, along with their annotated bibliography.
4. Attach the articles to your initial discussion post.
When responding to other students this week, help each other develop a precise topic for the Week 5-7 project. Provide specific feedback including examples. The following template can be used this week to create the initial discussion post.
NOTE: as always for every discussion and assignment, students must properly cite resources in-text and in a “References” list.
DISCUSSION OUTLINE TEMPLATE (after revisions, cut and paste the final outline and submit as part of the Week 5 assignment):
Hello Class,
Introduction (do not actually create a section heading called Introduction as that is assumed): provide a short paragraph introducing the reader to the main topic and the key concepts that will be addressed in the literature review assignment (Weeks 5-7).
Theme One (create a new section heading based on your topic theme): describe in 2-3 words the first main topic of your literature review. Next, briefly (4-5 sentences) describe the information you will discuss in your Literature Review paper and cite articles that will support your discussion.
EXAMPLE: imagine a student’s topic is “Writing a Literature Review Strategies for Psychology Graduate Students”. The first section might be “Annotated Bibliography and Outline” because that is a main theme found in the literature (DO NOT USE THIS THEME FOR YOUR PAPER). The section description could describe how this section will define and explain the concepts (Smith, 2001; Mohammed, 2015). The section description could also include, for example, how Section One will address how an outline and an annotated bibliography is created and formatted (Chang, 2017; Rodriguez, 2014; Conner, 2000).
Theme Two (create a new section heading based on your topic theme): describe in 2-3 words the second main topic of your literature review. Next, briefly (4-5 sentences) describe the information you will discuss in your LIterature Review paper and cite articles that will support your discussion.
Theme Three if you find one
Conclusion (a discussion and/or Conclusion section is an appropriate section heading): summarize the discussion and add comments addressing how the outline and subsequent literature review can still be improved. Perhaps even ask for help by addressing specific questions or concerns. For example, students might state “one of the challenges with this outline is there appears to be limited research on the topic of creating an annotated bibliography”. This comment could help other students and the Professor provide the student with useful feedback.
References (centered on new page)
list all references included in the outline
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social cognition.pdf
social cognition by Abc Abc
Submission date: 25-Sep-2019 04:37PM (UTC+0300) Submission ID: 1179769707 File name: social_cognition.edited.docx (30.5K) Word count: 678 Character count: 3740
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social cognition ORIGINALITY REPORT
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social cognition GRADEMARK REPORT
GENERAL COMMENTS
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- social cognition
- by Abc Abc
- social cognition
- ORIGINALITY REPORT
- PRIMARY SOURCES
- social cognition
- GRADEMARK REPORT
- FINAL GRADE
- GENERAL COMMENTS
- Instructor
- GRADEMARK REPORT
social cognition..docx
Running Head: DISCUSSION
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Discussion
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Summary of the first article (“The Power of Social Cognition”)
Human beings have the ability to make sense out of things and gain comprehension of the social world utilizing social cognition (Morgan, Joseph & Carley, 2017). These cognitions are characterized by cognitive procedures which are used by people to comprehend, process, and recall their interactions with the other individuals. The research develop a model which is based on agent and contains a clear model of social reasoning. The research uses an experiment to conclude about the models. It uses a virtual experimentation technique where two distinct experiments are used in informing the results. The initial experiment emphasizes on the query “Is this a better model of human behavior?” while the second experimentation seeks to answer the question, “Is this a more computationally efficient implementation of human behavior?” According to the results from these two experiments, it was noted that as representations gained accuracy, they became more multifaceted. This implies that as a cognition model becomes better, then it will take it longer to put on group performance and thus to requiring increased resources. “When implementing construct- SC, a multi-level model of ground-based inferences, we note that stereotypes preserve resources and also improve model behavior as when compared to models where agents retain transitive memory of all potential alters” (Morgan, Joseph & Carley, 2017).
Summary of the second article (“Can social interaction constitute social cognition”)
According to this journal, there is an important shift occurring in social cognition research (De Jaegher, Paulo & Gallegher, 2010). From the empirical results, there is an implication that social reasoning is directly associated with mental devices of an individual. The research shows that collaborative procedures are not just an aspect of social cognition; they have the capabilities of complementing and replacing individual mechanisms. The article states that investigation in social thought inherently emphasizes on the way in which people conduct interactive sessions and comprehend with each other. The article argues that conducting an investigation on communication is key to comprehending issues related to social thoughts. Social cognition is about understanding others and also understanding with other individuals. The article states that social interaction is the enabler of social cognition. This research uses experimentation to get to its findings. The experiment utilizes two children, who are two months old. The two kids are made to cooperate with their mums through a live TV connection. When a recording of the previous interaction is displayed, they become upset and distracted. One of the explanations for the difference in the behavior of the infants is the use of the contingency detection modules. Throughout normal communication, the two agents keep each other in lively transient action. This plays the role of preventing them from losing contact. The involvement of the infants is partly promoted by the firmness of the one-on-one communication, and that is why it is lost without the live interaction.
From the two pieces of research, social cognition has been identified as a tool which is utilized by human beings to comprehend and make sense of the social world. The two articles agree on the fact that social cognition is made up of cognitive processes which guide one into understanding and making sense of the surrounding. One of the differences which emerge between the two pieces of research is on the point of social interaction being the beginning of social cognition. The first article emphasizes that social cognition is the one which brings about social interaction while the second article insists that social interaction is the one responsible for social cognition. One of the themes would be social interaction has immense impacts on social cognition. The second theme would be social cognition is powerful and has the capability of influencing how individuals interact with each other.
De Jaegher, H., Di Paolo, E., & Gallagher, S. (2010). Can social interaction constitute social cognition?. Trends in cognitive sciences, 14(10), 441-447.
Morgan, G. P., Joseph, K., & Carley, K. M. (2017). The Power of Social Cognition. Journal of Social Structure, 18, 0_1-22.