Global environmental health. Focuses on the water quality in other areas of the world
October 12, 2018
understanding of the theoretical concepts
October 12, 2018

TEMPLATE_PSYC-FP4310_00003:

Questions To Consider

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

  • Do you think, with the differences in the processing of sensory input, all of us experience the world (that is, colors and smells) differently? Is it possible that the perception of sensory input is different for every person? If this is the case, then how can we know if there is a problem with final integration?
  • How does the brain process what we see in the world? Resources 
Suggested Resources 
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom. 
Capella Resources 
Click the links provided to view the following resources: 
• Stroop Handout 1 . • Stroop Handout 2 . 
Show More 
Library Resources 
The following e-books or articles from the Capella University Library are linked directly in this course:
  • Mueller, J. A., & Dollaghan, C. (2013). A systematic review of assessments for identifying executive function impairment in adults with acquired brain injury . Journal of Speech, Language, And Hearing Research , 56 (3), 1051–1064.
  • Constantinidou, F., Wertheimer, J. C., Tsanadis, J., Evans, C., & Paul, D. R. (2012). Assessment of executive functioning in brain injury: Collaboration between speech-language pathology and neuropsychology for an integrative neuropsychological perspective . Brain Injury , 26 (13/14), 1549–1563. doi:10.3109/02699052.2012.698786
  • Spitz, G., Ponsford, J. L., Rudzki, D., & Maller, J. J. (2012). Association between cognitive performance and functional outcome following traumatic brain injury: A longitudinal multilevel examination . Neuropsychology , 26 (5), 604–612. doi:10.1037/a0029239
  • McDonald, S., Gowland, A., Randall, R., Fisher, A., Osborne-Crowley, K., & Honan, C. (2014, May 12). Cognitive factors underpinning poor expressive communication skills after traumatic brain injury: Theory of mind or executive function? Neuropsychology . Advance online publication. doi:10.1037/neu0000089
  • Hegedish, O., & Hoofien, D. (2013). Detection of malingered neurocognitive dysfunction among patients with acquired brain injuries: A Word Memory Test study . European Journal of Psychological Assessment , 29 (4), 253–262. doi:10.1027/1015-5759/a000154
  • Yungher, D., & Craelius, W. (2012). Improving fine motor function after brain injury using gesture recognition biofeedback . Disability and Rehabilitation: Assistive Technology , 7 (6), 464–468. doi:10.3109/17483107.2011.650782
  • Mendez, M. F., Owens, E. M., Berenji, G., Peppers, D. C., Liang, L., & Licht, E. A. (2013). Mild traumatic brain injury from primary blast vs. blunt forces: Post-concussion consequences and functional neuroimaging . NeuroRehabilitation , 32 (2), 397–407.
  • Yi, A., & Dams-O’Connor, K. (2013). Psychosocial functioning in older adults with traumatic brain injury . NeuroRehabilitation , 32 (2), 267–273.

 

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  • Cooper, D. B., Chau, P. M., Armistead-Jehle, P., Vanderploeg, R. D., & Bowles, A. O. (2012). Relationship between mechanism of injury and neurocognitive functioning in OEF/OIF service members with mild traumatic brain injuries . Military Medicine , 177 (10), 1157–1160. doi:10.7205/MILMED-D-12-00098

Course Library Guide

A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the PSYC-FP4310 – Biological Psychology Library Guide to help direct your research.

Internet Resources

Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

  • Segre, L. (n.d.). Human eye anatomy: Parts of the eye . All About Vision . http://www.allaboutvision.com/ resources/anatomy.htm
  • Kolb, H. (2014). Photoreceptors . Webvision . Retrieved from http://webvision.med.utah.edu/book/part-ii-anatomy- and-physiology-of-the-retina/photoreceptors/ 
Bookstore Resources 
The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore . When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation. 
• Garrett, B. (2015). Brain & behavior: An introduction to biological psychology (4th ed.). Thousand Oaks, CA: Sage. ▪Chapter 9, “Hearing and Language,” explores the auditory mechanism and how it works.
▪ Chapter 10, “Vision and Visual Perception,” focuses on eye structure and the major theories of color and form 
vision.
Assessment Instructions 
This assessment has two parts, Part A and Part B. Please complete this assessment in one document. You are required to use headings that stand alone and that are not incorporated into the content of the answers. Required headings have been provided for Part A, but you will need to use the questions from Part B as the stand-alone headings. 
Part A 
The famous “Stroop Effect” is named after J. Ridley Stroop, who discovered this strange phenomenon in the 1930s. For this task, words are printed in various colors. It is easy to name the printed colors of the words if the words are not color related or if each word is the name of the color in which it is printed; however, the task is very difficult when the words are color names that conflict with their printed color, for example, RED printed in blue ink. The discordant information (what the words say and the color of the print) produces interference in the brain. There are two hypotheses that may explain the Stroop effect:

1.Speed of Processing Hypothesis: the interference occurs because words are read faster than colors are named.

2.Selective Attention Hypothesis: the interference occurs because naming colors requires more attention than reading
words.

The anterior cingulate is hypothesized to play a role in this task. If you wish, you can research images from MRI scans of what happens in the brain during a Stroop Test.

To inform your assessment, you may want to complete the following tasks. You will need someone to assist you.

1.Open Stroop Handout 1 (linked in the Resources). Ask someone to time this exercise with a stopwatch while you complete it. Begin by naming out loud as many of the COLORS on Handout 1 as fast as you can in 20 seconds. If you make an error, correct it before moving on to the next word. Ask your assistant to keep track of how many colors you name correctly. Write down the results.

2.Open Stroop Handout 2 (linked in the Resources). Repeat the same task. Name as many colors on the handout out loud and as fast as you can in 20 seconds. Write down the results.

 

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