Written Assignment #5: How To Synthesize Psychological Scien ✓ Solved

Written Assignment #5: How to synthesize psychological scienc

For this assignment, you’ll be reading and writing simultaneously. To learn why it’s important to synthesize psychological science and to learn how to synthesize psychological science, watch the video, “How to Synthesize Psychological Science.” Learn the difference between synthesizing psychological science and Mad Libbing it, why it’s preferred to place citations at the end of a sentence (in parentheses), why you should almost always write about behavior and phenomena, not researchers and their studies, and how to synthesize conflicting results.

To practice synthesizing psychological science, read the abstracts of specified articles and write down each article’s major finding in one sentence. Use these findings to fill in a PDF template, ensuring that you create a conclusion sentence for each section summarized. You will continue practicing by reading additional articles and synthesizing their findings similarly, focusing on the major takeaways and how these findings relate to each other.

Once you have developed these sentences into paragraphs, synthesizing psychological science from the articles you have read, ensure you incorporate in-text citations properly, maintaining academic integrity by checking for and avoiding plagiarism.

Present your findings in a structured format, arranging each supporting sentence logically and forming coherent paragraphs that represent your synthesis of psychological science across different topics, ultimately submitting your filled-in PDF document.

Paper For Above Instructions

Synthesizing psychological science is a fundamental skill that aids in understanding the complexities of human behavior and the various factors influencing it. It is crucial to approach the synthesis of research findings with a mindset focused on behavior and phenomena rather than merely recounting the researchers’ studies. This paper synthesizes findings from multiple studies on the impact of text messaging on children's literacy skills, color preference in humans, and the effectiveness of online therapeutic interventions. Such synthesis helps illuminate the broader implications and interactions of these diverse topics within psychological science.

One significant finding from Plester, Wood, and Joshi (2009) is that children who have a better understanding of text message abbreviations tend to perform better academically in literacy-related tasks. This highlights the potential for text messaging to contribute positively to literacy skills, contrary to traditional concerns regarding its negative effects (Plester et al., 2009). Such insights suggest that, when leveraged correctly, modern communication methods like texting can serve as useful tools for educational enhancement rather than hindrance.

Similarly, Plester (2008) posits that more frequent texting does not adversely affect children's literacy attainment, reinforcing the notion that exposure to text language can coexist with academic success. This finding challenges earlier assumptions that texting would significantly impair literacy skills among youth (Plester, 2008). Thus, it can be inferred that the context in which children engage with text messaging plays a crucial role in determining its effects on their academic performance.

In contrast, Kemp (2010) found that while children may develop impressive skills in reading text messages, this does not directly correlate with improved writing skills in formal academic contexts. This presents a nuanced view, suggesting that while texting can aid in certain areas of literacy, it may not translate to all aspects of reading and writing proficiency (Kemp, 2010). The conflicting results among these studies illustrate the necessary measured approach in interpreting the impact of modern communication on educational outcomes.

Moving forward to color preferences, Palmer and Schloss (2010) introduce the Ecological Valence Theory, asserting that human color preferences are strongly influenced by personal experiences and the emotional responses tied to those colors. This study provides a foundational understanding of the psychological relationship between color and emotional associations, painting a broader picture of aesthetic understanding in humans (Palmer & Schloss, 2010).

Meanwhile, Schloss and Palmer (2014) delve into the political implications of color preferences, revealing that individuals show a distinct preference for colors associated with their political identities—Republican Red versus Democratic Blue. The results demonstrate how societal factors and affiliations can shape our psychological inclinations towards certain colors (Schloss & Palmer, 2014). This emphasizes the interplay between personal identity and color perception, showcasing how such preferences encompass more than just aesthetic choices.

Lastly, the study conducted by Schloss and Palmer (2011) highlights that school spirit can significantly impact color preferences, indicating that institutional identity can shape subjective experiences regarding color. This suggests that emotional and social contexts play an essential role in how individuals perceive and prefer colors, reinforcing earlier theories around the psychological significance of color (Schloss & Palmer, 2011).

Synthesizing these findings, it is evident that each psychological study contributes to a deeper understanding of human behavior and perception. However, these themes are not isolated. For instance, similar to the findings about color preferences, Blom et al. (2010)'s research sheds light on how social support can mitigate the emotional toll of caregiving for individuals with dementia. They show that internet interventions provide essential support systems for caregivers, who often face significant emotional burdens. This study indicates that the application of psychological insights can materially affect the ways in which individuals cope with stress and adversity (Blom et al., 2010).

Along similar lines, Bonnert et al. (2017) demonstrated the effectiveness of internet-delivered cognitive behavioral therapy for adolescents facing various challenges, ranging from anxiety to physical ailments. Their findings confirm the importance of integrating technology into psychological interventions to expand accessibility and enhance treatment outcomes (Bonnert et al., 2017). Such studies reinforce the importance of systematic therapy approaches in bettering psychological well-being.

Kaldo et al. (2015) explored the efficacy of an internet cognitive behavioral approach to treat insomnia, further emphasizing how technology-reliant interventions can successfully address mental health issues. They explained that guided internet therapy produced promising results in managing insomnia symptoms, showcasing the adaptability of traditional therapeutic practices in modern contexts (Kaldo et al., 2015). Finally, Kypri et al. (date) added that web-based alcohol screening and brief intervention trials illustrate how technology can effectively support behavioral changes in students, suggesting that online tools can be advantageous in educational environments (Kypri et al., date).

In conclusion, synthesizing various findings from psychological studies reveals complex interrelationships among children's literacy influenced by text messaging, the emotional implications of color preferences, and the effectiveness of online psychological interventions. By grounding discussions in the synthesis of scientific evidence, we can appreciate the multifaceted nature of psychological phenomena, allowing for more holistic understanding and potential as we advance psychological science further.

References

• Blom, M., et al. (2010). Effectiveness of an Internet Intervention for Family Caregivers of People with Dementia: Results of a Randomized Controlled Trial.
• Bonnert, M., et al. (2017). Internet-Delivered Cognitive Behavior Therapy for Adolescents with Irritable Bowel Syndrome: A Randomized Controlled Trial.
• Kaldo, V., et al. (2015). Guided Internet Cognitive Behavioral Therapy for Insomnia Compared to a Control Treatment – A Randomized Trial.
• Kemp, N. (2010). Texting Versus Txtng: Reading and Writing Text Messages, and Links with Other Linguistic Skills.
• Plester, B. (2008). Txt Msg N School Literacy: Does Texting and Knowledge of Text Abbreviations Adversely Affect Children’s Literacy Attainment?
• Plester, B., Wood, C., & Joshi, P. (2009). Exploring the Relationship Between Children’s Knowledge of Text Message Abbreviations and School Literacy Outcomes.
• Palmer, S. E., & Schloss, K. B. (2010). An Ecological Valence Theory of Human Color Preference.
• Schloss, K. B., & Palmer, S. E. (2011). Effects of University Affiliation and ‘School Spirit’ on Color Preferences: Berkeley Versus Stanford.
• Schloss, K. B., & Palmer, S. E. (2014). The Politics of Color: Preferences for Republican Red versus Democratic Blue.
• Kypri, K., et al. (date). Web-Based Alcohol Screening and Brief Intervention for University Students: A Randomized Trial.