PSYC FPX 1010 Assessment 1
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PSYC FPX 1010 Assessment 1 Making Connections
Directions: Complete each of the 6 parts. Follow the directions for each part carefully.
Part 1: What Is Psychology?
Scoring Criterion: Explain what is meant by psychology as a science.
Purpose: To develop a conceptual model of the meaning of psychology.
Instructions: Complete every block with 1- 2 sentences.
Prompt | Your Answer |
Define psychology. | The science of mental activity and behavior is psychology (Boyd and Schwartz, 2020). |
Define science. | Science is an organized study of knowledge in natural phenomena by observation, experimentation and analysis. |
Describe why psychology is a science. | Psychology is a science since it takes empirical methods of behavior, thinking, and emotions, rather than making its judgments on the basis of systematic observation and experimentation (Diener et al., 2022). |
Part 2: Psychology and Global Issues
Scoring Criterion: Explain the effect of violence on the media around the world.
Purpose: To train in relating psychological theories to real-life scenarios.
Instructions: Complete each of the blocks with 1-2 sentences.
Note: This relates to observational learning.
Prompt | Your Answer |
Violence in media, TV shows, movies and video games by subjects people to violence, causing them to be less sensitive to violence over time. Consequently, they can end up being more likely to act aggressively and be less concerned about the injured or the needy. | |
Describe one way violence in the media can affect people around the world. | The media aggression and violence breed an atmosphere of acceptance of aggressiveness everywhere in the world, the society is influenced, and incivility is increasingly being practiced by a variety of cultures. |
Part 3: Scientific Reasoning
Scoring Criterion: Describe research methods and information portrayed in graphs.
Purpose: To connect scientific findings to real-world situations.
Figure 1:Source: Ciccarelli, S. K., & White, J. N. (2019). Psychology (6th ed.). Pearson Education.

Figure 2: Source: Ciccarelli, S. K., & White, J. N. (2019). Psychology (6th ed.). Pearson Education.
In a research study that focused on the ability of the participants to recognize letters in rows of a grid, Sperling sounded a tone related to each row following the presentation of the grid. He was trying to find out whether there was an entire grid in iconic memory. The participants could remember the letters in the row where they heard the tone. The graph illustrates how the number of letters remembered declined with the extension in the delay of presentation of the tone.
Instructions: Complete the table below according to the graphs above that include the variable (Rows of Letters) in the first column, Tone Signaling Which Row to Report (High, Medium, or Low), and a line graph of results.
Note: The table is based on the concepts about moods and long-term rhythms (learn more about them in Chapter 4). Sentences should be fully developed.
Research Summary
Prompt | Your Answer |
Research Question: | Does delay in signaling influence the number of letters the participants recall in the grid? |
Hypothesis: | The further the delay between the presentation of the grid and the sound of the tone, the fewer the number of letters that the participants will remember. |
Variable 1: | The tone that indicates what row to report (High, Medium, and Low tone). |
Variable 2: | The latency to signal display (in seconds) |
What does the graph above say about the number of letters recalled over time? | The longer the period between the tone that indicates the end of the grid and the timing of the tone that reveals the grid, the fewer the letters that are remembered. Therefore, implies that data in iconic memory deteriorates very fast. |
Conclusions (Research Findings): | The visual field image is temporarily stored in iconic memory. Whereas the participants are able to remember more letters at once after the display of the grid, their remembering ability reduces with the increasing delay. It is in agreement with the concept that iconic memory does not last long, and instead it decays. |
Part 4: Connecting Concepts
Purpose: To find connections between two pieces of information.
Directions: Fill out the following table. Use 1-2 sentences for each block. Make sure to place the citation at the end of your sentence(s)—the citation should come right before the period.
Prompt | Your Answer |
Quote your textbook’s definition of the levels-of-processing model. | According to the levels-of-processing model, the information is better remembered in case it is processed according to its meaning (Ciccarelli and White, 2019). |
Put the definition of the levels-of-processing model in your own words (paraphrase). | According to the levels-of-processing model, the deeper the information is processed, the higher the chances of its recollection (Ciccarelli and White, 2019). |
Quote your textbook’s definition of elaborative rehearsal. | Elaborative rehearsal is a method of enhancing the amount of retrieval cues within the information by linking new information with something that is already familiar (Ciccarelli and White, 2019). |
Paraphrase your textbook’s definition of elaborative rehearsal. | Elaborative rehearsal enhances memory by connecting new knowledge to meaningful concepts in the long-term memory (Ciccarelli and White, 2019). |
Connect the facts—Write a sentence that explains how elaborative rehearsal relates to the levels-of-processing model. | Things processing model levels are quite compatible with elaborative rehearsal since, in this form of rehearsal, things are remembered more when you relate the new things with things you are already aware of. The more complex the thinking, the better placed is likely to be in the memory. |
Putting It Together
Prompt | Your Replies |
Main Idea for Your Paragraph | Elaborative rehearsal and the levels of processing model need meaningful processing to enable retention of memory. |
The levels-of-processing model has confirmed processing memory by implying that the deeper the processing the better the memory retention because the information becomes more meaningful (Ciccarelli and White, 2019). The elaborative rehearsal technique can be applied through systematic forgetting and reconstruction, as it is structured to make the transfer of information with transfer between the short-term memory and the long-term memory to create meaningful links (Ciccarelli and White, 2019). Also, elaborative rehearsal boosts the processing level by linking new information with existing knowledge, which the model suggests also enables deeper engagement to facilitate recollection. |
Part 5: Neurons in Action
Figure 3: Source: Ciccarelli, S. K., & White, J. N. (2019). Psychology (6th ed.). Pearson Education.
Scoring Criterion: Describe the roles of the parts of a neuron.
Purpose: To build connections between textbook descriptions and how a neuron works.
Directions: Fill out the following table. Explain what each part of a neuron does.
Part of a Neuron | Explanation of What This Part of a Neuron Does |
Soma (cell body) | The cell where the nucleus is located and nourishes the entire functioning of the neuron (Luo, 2021) |
Synapse | In locations between neurons where neurotransmitters are released, and consequently, these communicate with another neuron (Teleanu et al., 2022). |
Dendrite | It is an incoming signal that is received by another neuron. |
Axon | It sends the electrical impulses off the cell body to the other neurons or muscles. |
Axon terminal | _ emits neurotransmitters in order to communicate with neurons adjacent to it (Luo, 2021). |
Myelin sheath | A coating that increases the speed of transmission of electrical signals. |
Part 6: Psychology and Work
Scoring Criterion: Explain the ways the content of psychology could be applied in schools and the workplace.
Purpose: To relate what you are learning to career-related skills.
Direction: It is employers who are interested in hiring graduates in psychology, and they do that because they understand the importance of what students can learn. But the students in most cases have difficulty trying to express the worth of their learning in words.
Instructions: In this lesson, you will discuss the way human beings think, feel, and behave. Look over the table of contents of your text-book. In accordance with your review, fill in the following table:
Prompt | Your Replies |
Three examples of ways psychology is applied in the workplace (not related to mental health). | 1. Encouragement and behaviour study in order to increase productivity of the employees. 2. Proper learning theory-based training programs. 3. Consumer behavior in order to perform customer satisfaction. |
List 3 things that you’ve learned so far in this course that will help you be successful in college. | 1. Cognitive load and attention can be comprehended and time can be managed well. 2. The necessity to use self-regulation in order to achieve long-term outcomes. 3. To assess research and evidence on critical thinking. |
In a full sentence, describe how the contents of this course could be useful in either the job you have or a job you want. | I will be able to enhance the different dynamics at the workplace including personal behavior, teamwork, and efficiency knowing psychology. |
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PSYC FPX 1010 Assessment 1
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References for
PSYC FPX 1010 Assessment 1
You can use these references on PSYC FPX 1010 Assessment 1 :
Boyd, R. L., & Schwartz, H. A. (2020). Natural language analysis and the psychology of verbal behavior: The past, present, and future states of the field. Journal of Language and Social Psychology, 40(1), 21–41. https://doi.org/10.1177/0261927×20967028
Ciccarelli, S. K., & White, J. N. (2019). Psychology: An exploration (5th ed.). Pearson.
Diener, E., Northcott, R., Zyphur, M. J., & West, S. G. (2022). Beyond Experiments. Perspectives on Psychological Science, 17(4), 1745. https://doi.org/10.1177/17456916211037670
Luo, L. (2021). Architectures of neuronal circuits. Science, 373(6559), 720. https://doi.org/10.1126/science.abg7285
Teleanu, R. I., Niculescu, A.-G., Roza, E., Vladâcenco, O., Grumezescu, A. M., & Teleanu, D. M. (2022). International Journal of Molecular Sciences, 23(11), 1–24. https://doi.org/10.3390/ijms23115954
Best Professor to Choose for
PSYC FPX 1010
Stacy Benton – PsyD, MPH, BS
Gerald Koocher – PhD, MA
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