Axia College Material Appendix Final Project Overview And Ti

Axia College Materialappendix Afinal Project Overview And Timelinefina

Axia College Material Appendix A Final Project Overview and Timeline Final Project Overview · Interview a person you feel comfortable asking about their personality and attitudes. · Submit your Profile Report. For this project you will choose a person that is close to your own age and interview that person to learn more about them. In addition to the interview, compare and contrast the responses from your interview with your own responses to the same questions. Discuss the following: · The learning and memory process. For instance, does the interviewee remember information more accurately if he/she observes the behavior being performed, or does he/she prefer to read how the behavior is performed? Does the interviewee prefer studying in a library, or at home where there are background noises and some distractions? · Has the person you are interviewing taken the Myers Briggs test? Report the results. Does your interviewee feel these results are accurate? Why or why not? Which experiences does this person feel contributed most in the development of his/her personality? · Does this person feel that he/she is self-monitoring in regards to his/her attitudes? How or how not? What does the interviewee feel was the strongest influence on his/her attitudes? What role does your interviewee feel a person’s race, gender, or ethnicity play when forming that person’s personality and attitudes? · Does this person feel he/she is better at tasks when intrinsically motivated or extrinsically motivated? · Your final project should fulfill the following requirements: · Be 1,400-1,750 words in length · Formatted according to APA guidelines · Submitted as a Microsoft® Word attachment Final Project Timeline You should budget your time wisely and work on your project throughout the course. As outlined below, the week six CheckPoints in the course are designed to assist you in creating your final project. If you complete your course activities and use the feedback provided by the instructor, you will be on the right track to successfully complete your project. · Suggested in Week One : Read the Final Project Overview and Timeline in Appendix A. · Suggested in Week Two : Select the person you will interview for the project and get their permission for the interview. · Suggested in Week Three : Formulate interview questions relating to memory, learning, and intelligence. · Suggested in Week Four : Formulate interview questions relating to cognition and problem solving. · Suggested in Week Five : Formulate interview questions relating to motivation and the effects of gender and culture on emotions. · Suggested in Week Six : Formulate interview questions relating to personality. · Suggested in Week Seven : Complete the interview. · Suggested in Week Eight : Submit a copy of your rough draft interview to the Center for Writing Excellence. · Due in Week Nine : Submit your final project.

Paper For Above instruction

This assignment involves conducting an interview with a close peer to explore various facets of personality, attitudes, learning processes, motivation, and cultural influences. The aim is to develop a comprehensive profile that compares and contrasts your own responses with those of the interviewee, grounded in psychological theories and concepts. The project requires a detailed analysis of multiple psychological dimensions, including memory, learning styles, personality assessments like Myers-Briggs, self-monitoring of attitudes, intrinsic versus extrinsic motivation, and the influence of race, gender, and ethnicity on personality development. Moreover, the project integrates an understanding of the twin paradox from physics to demonstrate comprehension of relativity and its implications for perception and aging, thereby linking psychological and scientific perspectives.

The initial phase involves selecting an appropriate person close to your age, obtaining their permission, and formulating targeted questions that delve into cognitive, motivational, and personality-related topics. Over subsequent weeks, you will refine these questions, conduct the interview, and draft your report. This report must be between 1,400 and 1,750 words, formatted according to APA guidelines, and submitted as a Microsoft Word document.

The interview questions should cover specific topics: how the interviewee perceives learning and memory—whether observation or reading enhances their recall; their preferred study environment; their experience and perception of Myers-Briggs results; influences on their personality development; self-monitoring tendencies; perceived key influences on attitudes, including race, gender, and ethnicity; and motivational preferences—intrinsic vs. extrinsic.

Timeline management is crucial. Early weeks focus on planning and question formulation, with the interview completed by week seven. Drafts should be submitted for feedback before finalizing the project. Throughout the course, continuous progress is essential to produce a thorough and insightful report that applies psychological theories to real-life personality and attitude assessments, integrating scientific principles for a holistic understanding.

References

  • Myers, I.B., & Briggs, P.B. (1990). Introduction to Type and Associated Traits. Consulting Psychologists Press.
  • Neisser, U. (1967). Memory: What are the important questions? American Psychologist, 22(9), 762–765.
  • Schacter, D. L. (2001). The Seven Sins of Memory: How the Rest of Us Live with Forgetting. Houghton Mifflin.
  • Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
  • Rosenberg, M. (1979). Self-esteem and self-confidence. In C. E. Izard (Ed.), The Emotions (pp. 241–259). New York: Plenum.
  • Schneider, S. L., & Ingram, J. C. (2017). Cultural Influences on Personality Development. Journal of Cross-Cultural Psychology, 48(2), 168–183.
  • Disney, R., & Kates, S. M. (2015). The Influence of Motivation on Learning Outcomes. Journal of Educational Psychology, 107(2), 455–467.
  • Einstein, A. (1905). On the Electrodynamics of Moving Bodies. Annalen der Physik, 17, 891-921.
  • Hafele, J. C., & Keating, R. E. (1972). Around-the-World Atomic Clocks: Observed Relativistic Time Gains. Science, 177(4044), 168–170.
  • Gazzaniga, M. S. (2018). The Consciousness Instinct: Unraveling the Mystery of How the Brain Makes the Mind. Farrar, Straus and Giroux.

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