Running head: SLEEP DEPRIVATION AND ATTENTION
The Effect of Sleep Deprivation on Attention
Spring 2018 Student
Bowie State University
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SLEEP DEPRIVATION AND ATTENTION
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The Effect of Sleep Deprivation on Attention
Sleep deprivation is simply just a lack of sleep. Also, sleep deprivation occurs when an
individual gets less than the normal amount of sleep. This paper will touch on sleep deprivation
and executive functioning, more specifically, attention. Attention is one of the high cognitive
functions located in the frontal lobe. On a day to day basis you use attention in the most basic
tasks. To complete most tasks, you must pay attention. For an example, attention is used in a
class, watching a movie, taking a test, and even holding a conversation. Lack of sleep has a big
impact on those high cognitive functions, such as attention. Those who experience sleep
deprivation feel sluggish the next day. The cells in the brain move sluggish, which affects the
ability to function during the day. This paper will review research on sleep deprivation and the
influence it has on the executive function and attention, and then to propose future research on
sleep deprivation and how it affects the executive functioning in children.
Literature Review
Grundgeiger, Bayen, and Horn (2014) studied if and how sleep deprivation had an influence
on prospective memory. Furthermore, they predicted that sleep deprivation would influence
prospective memory as it pertained to tasks. Participants were separated into two groups, sleep
deprived, and not sleep deprived and completed a series of tests. The tests included recognizing
living and nonliving objects, math problems, and old/new memory. Researchers found that
overall those who were sleep deprived did score lower on the series of tests, than those who were
not sleep deprived. They then concluded that sleep deprivation did influence cognitive
functioning.
In another study Pho, Chong and Chee (2016) researched how sleep deprivation affected
mind wandering on different perceptual loads. They hypothesized sleep deprivation would
SLEEP DEPRIVATION AND ATTENTION
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increase mind wandering, but more specifically sleep deprivation would lead to a negative
impact on higher perceptual loads. Participants were put into two groups, rested and sleep
deprived and instructed to take a visual search task on two levels, high perceptual load, and low
perceptual load. This test included searching for specific letters on a simple and more complex
level. Researchers found results consistent with the hypothesis, that sleep deprivation did have a
negative impact on mind wandering. Those in the sleep deprived group showed greater signs of
inaccuracy on a high perceptual load. They then concluded that sleep deprivation did increase
mind wandering specifically as it pertained to higher perceptual loads.
Furthermore, on a different note Chua, Fang, and Gooley (2017) studied sleep deprivation
and its impact on divided attention. They proposed that sleep deprivation would have a negative
impact on tasks requiring high cognitive resources. To test their hypothesis, they deprived all
participants of sleep and they completed a dual task assessment. Participants were instructed to
complete a five-minute assessment in three blocks. The first was a single task, the second was a
dual task, and third was a triple task. Researchers hoped to find a significant difference as tasks
increased in demand for cognitive resources. They found that as task increased in demand the
worse scores got. Scores among the dual and triple tasks were significantly lower compared to
scores of single tasks. It was then concluded that sleep deprivation did impact divided attention
as it pertained to task load.
In a more in-depth research study Jugovac and Cavallero (2012) researched how sleep
deprivation affected attentional networks such as alerting, orienting, and executive control.
Researchers proposed that all aspects of attentional networks would be affected by sleep
deprivation. They then created a research study where there were two groups of participants,
sleep deprived, and non-sleep deprived. Participants took an Attention Network Test that would
SLEEP DEPRIVATION AND ATTENTION
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assess their attentional networks. Despite what researchers thought, only executive control was
significantly affected by sleep deprivation. In conclusion researchers to conclude that sleep
deprivation did not affect attentional networks as a whole, but only certain aspects.
In a similar study Gujar, Seung-Schik, Hu and Walker (2010) wanted to test how sleep
deprivation could affect brain activity as it pertained to default mode network. The default mode
network is referring to the many interdependent systems of the brain that work together to
produce things such as attention, working memory and other high cognitive functions.
Researchers hypothesized that those who were well rested have better working default mode
networks, then those who were sleep deprived. Participants of the study were separated into two
group, well rested and sleep deprived and told to take a test. The test was a memory encoding
task test and combined with a FMRI. Researchers found an imbalance in brain activity and more
misses in those who were sleep deprived. The abnormal brain activity was found most during
those misses in the memory encoding test. This led researchers to conclude that brain activity as
it related to the default mode network was affected by sleep deprivation and did lead to
abnormalities.
The brain is said to be a system that works together. Lim, Tan, Parimal, Dinges, and Chee
(2010) conducted a study different from the others that focused on sleep deprivation and how it
affected selective attention. Researchers also focused on a different aspect of attention, and chose
to study the ventral visual cortex, and the hippocampus and its contribution to selective attention.
It was hypothesized that sleep deprivation would cause a decrease in selective attention function
specifically in the visual cortex, and hippocampus area. To test their hypothesis researchers
created two groups, sleep deprived and rested. Participants were involved in a selective attention
task. The task instructed them to recognize specific items such as faces and houses. Just like in
SLEEP DEPRIVATION AND ATTENTION
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many other experiments, researchers paired the assessment with a FMRI to study brain activity
during the assessment. They found a significant difference in the sleep deprived group as it
pertains to accuracy in selective attention. Also, they found a reduced amount of activity in the
hippocampus area, and ventral cortex. Researchers concluded that sleep deprivation did have an
influence on selective attention and brain functioning in different areas.
In a different study that primarily focused on different ways to pay attention researchers,
Kendall, Kautz, Russo, and Killgore (2006) studied how sleep deprivation affected attention on a
lateral perspective. Researchers were aware that sleep deprivation affects your cognitive abilities
but were more interested in how sleep deprivation affected your abilities to pay attention from
left to right, and vice versa. They predicted that sleep deprivation would have a significant
impact on lateral vision on the left area of the brain. Participants went through a series of four
stages. Participants completed two baseline assessments to measure their initial responses to
visual tasks. Also, they were assessed after 40 hours of sleep deprivation, and then assessed a
third time following nine hours of sleep for post recovery. They were instructed to complete two
attentional tasks at the same time, and that was paired with a lateral visual field. Results showed
that more errors were made during the sleep deprived stage than the other three. But on the other
hand, they found no results that supported their hypothesis that sleep loss had a significant
impact on the left area of the brain. Researchers could only support that sleep deprivation had an
impact attention, but not specifically to the left hemisphere of the brain.
Focusing on a different target population Vriend et al. (2012) argued that sleep deprivation
had a significant impact on daily functioning in children. For this experiment, researchers wanted
to specifically examine which variations caused a change in function in children. They focused
on not only cognitive abilities, such as attention but emotions as well. They guessed that sleep
SLEEP DEPRIVATION AND ATTENTION
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loss in children would not only cause a decline in cognitive functioning but in emotional abilities
as well. Child participants were required to complete a Digit Span Task, and Affective Response
Task. As expected they found that children’s cognitive functioning was affected by even the
smallest variations in sleep. Also, they found evidence to support that sleep loss in children
showed more a significant decline in emotional functioning. Furthermore, they concluded that
sleep deprivation did influence daily functioning in children.
Lastly, in a familiar study associated with attention Johnsen, Laberg, Eid, and Hugdahl (2002)
elaborated on the dichotic listening study and researched how sleep deprivation affected
attention. Dichotic listening was a technique to study attention and how competing messages
were paid attention to. Researchers took this original study to the next level by studying how
sleep deprivation impacted attention. Researchers wanted to see which hemisphere of the brain
was most impacted by sleep deprivation. They predicted that sleep deprivation would have an
overall negative impact on attention. Researchers created two groups, sleep deprived and nonsleep deprived, and further evaluated messages based on whether it was forced or not.
Participants were instructed to listen to either competing message in the right or left ear. What
researchers found was that between both groups there was no significant difference in ear
advantage for forced right ear. On the other hand, there was an advantage for forced left ear in
non-sleep deprived participants. Researchers then concluded that sleep deprivation affected
attention in the right hemisphere of the brain.
Proposed Research
In all previous research there has been a consistent finding that sleep deprivation impacted
attention. All studies focused on different aspects that affected attention such as prospective
memory (Grundgeiger et al., 2014) and mind wandering (Pho et al., 2016). Other studies focused
SLEEP DEPRIVATION AND ATTENTION
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more on attention as a network (Gujar et al., 2010; Jugovac et al., 2012;). Furthermore, studies
have focused on specific mechanisms of attention that were changed due to sleep deprivation,
such as divided attention (Chua et al., 2017) and lateral vision (Kendall et al., 2006). However
only one study focused on sleep deprivation and functioning in children (Vriend et al., 2012).
There should be more research on sleep deprivation in children. As children are developing,
there is a need for them to be able to adapt. The purpose of this research is to further investigate
sleep deprivation in children and support previous research on sleep deprivation. It is
hypothesized that sleep deprivation will have a negative impact on children’s attention just like
adults.
Methods
Participants
For this research study, 30 child participants between the ages of 10 and 12 will be recruited
from elementary schools. The elementary schools included will be Northwood Elementary in
Baltimore, MD and Windsor Mill Middle School in Windsor, MD. To advertise the study flyers
and notes will be given to all the teachers at the school that child participants will be responsible
for giving to their parents. It is expected that the number of females and males will be equal, as
there is no advantage for either sex in this study. Also, this study is inclusive to children of
different racial backgrounds, although there is an expectation that child participants will
primarily be African American due to the population of the communities these elementary
schools are in. Child participants will be recruited from different elementary schools, in different
areas for the purpose to compare socioeconomic status and how that contributes to the effect of
sleep deprivation. So, 15 students from each school will be tested and cross compared. This
study does include minors, and all child participants and their parents will be required to
SLEEP DEPRIVATION AND ATTENTION
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complete an assent form to participate. To be considered for this study participants must not have
a history of sleep deprivation, actively be on sleep time medication, or a regular nap time
schedule. All participants will receive a $10 gift card for their participation.
Conclusion
Sleep deprivation does have an impact on different aspects of attention and executive
functions. Sleep deprivation has an overall negative impact on attention. Aspects such as divided
attention and mind wandering as it pertains to cognitive task load (Chua et al., 2017) (Pho et al.,
2016). Also, sleep deprivation affects the many systems or networks of the brain that affect
attention (Gujar et al.,2010) (Jugovac et al., 2012) While there has been some research on sleep
deprivation and its affect on functioning in children (Vriend et al., 2012) there has not been a lot
of research on sleep deprivation in children. The current research intentions are to further
investigate sleep deprivation on children and support previous findings of the effects of sleep
deprivation on executive functioning. It is hypothesized that sleep deprivation will also have a
negative impact on children. Researching the effects of sleep deprivation on children will allow
future investigators of sleep deprivation to be inclusive of all people and allow results to be
generalized. Also, further research will create better intervention to decreasing sleep deprivation.
SLEEP DEPRIVATION AND ATTENTION
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References
Chua, E. C., Fang, E., & Gooley, J. J. (2017). Effects of total sleep deprivation on divided attention
performance. Plos One, 12(11), 1-11.
Grundgeiger, T., Bayen, U. J., & Horn, S. S. (2014). Effects of sleep deprivation on prospective
memory. Memory (Hove, England), 22(6), 679-686.
Gujar, N., Seung-Schik, Y., Hu, P., & Walker, M. P. (2010). The unrested resting brain: Sleep
deprivation alters activity within the default-mode network. Journal Of Cognitive Neuroscience,
22(8), 1637-1648.
Jugovac, D., & Cavallero, C. (2012). Twenty-four hours of total sleep deprivation selectively impairs
attentional networks. Experimental Psychology, 59(3), 115-123.
Helge Johnsen, B., Christian Laberg, J., Eid, J., & Hugdahl, K. (2002). Dichotic listening and sleep
deprivation: Vigilance effects. Scandinavian Journal Of Psychology, 43(5), 413-417.
Kendall, A. P., Kautz, M. A., Russo, M. B., & Killgore, W. S. (2006). Effects of sleep deprivation on
lateral visual attention. International Journal Of Neuroscience, 116(10), 1125-1138.
Lim, J., Tan, J. C., Parimal, S., Dinges, D. F., & Chee, M. L. (2010). Sleep deprivation impairs
object-selective attention: a view from the ventral visual cortex. Plos One, 5(2), 1-9.
Poh, J., Chong, P. H., & Chee, M. L. (2016). Sleepless night, restless mind: Effects of sleep
deprivation on mind wandering. Journal Of Experimental Psychology. General, 145(10), 13121318.
SLEEP DEPRIVATION AND ATTENTION
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Vriend, J. L., Davidson, F. D., Corkum, P. V., Rusak, B., McLaughlin, E. N., & Chambers, C. T.
(2012). Sleep quantity and quality in relation to daytime functioning in children. Children's
Health Care, 41(3), 204-222.
PSYC 415 Paper Guide
Your paper will follow this general format. In fact, if you use this as a guide to write an outline
for your paper, you’ll be in good shape:
Title page (1 page)
Introduction (1/2 – 3/4 page) where you do the following:
• What is the disorder? (in general)
• What is the topic of your paper?
• Overview/introduction to the topic.
• Provide a “thesis” for your paper (i.e., “The purpose of this paper is to review the research on
…then to propose a future research topic, and detail the participants that would be included in
this study…”
Literature Review (4-5 pages) where you do the following for each of your research article (Each
summary should be about ¾ of a page):
• Article 1 (least related to your research purpose/question/hypothesis):
o What was the research question/hypothesis? (1-2 sentences)
o In general, who were the participants? (1-2 sentences)
▪ Do not tell me what language they spoke.
▪ Do not tell me how they were recruited (or where they were recruited from).
▪ Do not tell me how they were compensated.
o In general, what did the participants do (i.e. what was the procedure)? (3-4 sentences)
▪ This should be a SUMMARY
o In general, what were the results? (1-3 sentences)
▪ No numbers!
▪ Just tell me general findings
o In general what did the researchers conclude (relate this back to the research
question/hypothesis)? (1-2 sentences)
• Article 2:
o What was the research question/hypothesis? (1-2 sentences)
o In general, who were the participants? (1-2 sentences)
▪ Do not tell me what language they spoke.
▪ Do not tell me how they were recruited (or where they were recruited from).
▪ Do not tell me how they were compensated.
o In general, what did the participants do (i.e. what was the procedure)? (3-4 sentences)
▪ This should be a SUMMARY
o In general, what were the results? (1-3 sentences)
▪ No numbers!
▪ Just tell me general findings
o In general what did the researchers conclude (relate this back to the research
question/hypothesis)? (1-2 sentences)
• Article 3:
o What was the research question/hypothesis? (1-2 sentences)
o In general, who were the participants? (1-2 sentences)
▪ Do not tell me what language they spoke.
•
•
▪ Do not tell me how they were recruited (or where they were recruited from).
▪ Do not tell me how they were compensated.
o In general, what did the participants do (i.e. what was the procedure)? (3-4 sentences)
▪ This should be a SUMMARY
o In general, what were the results? (1-3 sentences)
▪ No numbers!
▪ Just tell me general findings
o In general what did the researchers conclude (relate this back to the research
question/hypothesis)? (1-2 sentences)
Article 4:
o What was the research question/hypothesis? (1-2 sentences)
o In general, who were the participants? (1-2 sentences)
▪ Do not tell me what language they spoke.
▪ Do not tell me how they were recruited (or where they were recruited from).
▪ Do not tell me how they were compensated.
o In general, what did the participants do (i.e. what was the procedure)? (3-4 sentences)
▪ This should be a SUMMARY
o In general, what were the results? (1-3 sentences)
▪ No numbers!
▪ Just tell me general findings
o In general what did the researchers conclude (relate this back to the research
question/hypothesis)? (1-2 sentences)
Article 5:
o What was the research question/hypothesis? (1-2 sentences)
o In general, who were the participants? (1-2 sentences)
▪ Do not tell me what language they spoke.
▪ Do not tell me how they were recruited (or where they were recruited from).
▪ Do not tell me how they were compensated.
o In general, what did the participants do (i.e. what was the procedure)? (3-4 sentences)
▪ This should be a SUMMARY
o In general, what were the results? (1-3 sentences)
▪ No numbers!
▪ Just tell me general findings
o In general what did the researchers conclude (relate this back to the research
question/hypothesis)? (1-2 sentences)
Do NOT provide a critique of the articles here.
Discuss the article least related to your proposed research first. The last article to be discussed in the
Review of the Research is the one that is the most related to your proposed research.
**REMINDER: You’re always integrating the literature with YOUR proposed research**
Proposed Research (1/2 - 1 page)
This section should be the intro to your research. It will almost follow the form of: “Past research (cite)
has found/examined A. Past research has also found B and C (cite). Further, past research (cite) has
indicated that…. However, research has not examined D. Therefore the purpose of the current study is
to examine D. More specifically, the current study was designed to examine… It is hypothesized
that…” Your idea for research should NATURALLY stem from the previous research.
**Please note that the above is an example, you may not have all of those things to discuss in the first
few sentences. That’s okay. I’m just trying to show that (1) things need to be cited; and (2) you should
use proper sentence structure and not just have a run on sentence.
•
•
•
•
•
IN SUMMARY, what has the previous research shown?
o Be sure you cite things appropriately.
IN SUMMARY, what still needs to be done (this is where you first introduce your study)?
What is the general purpose of your proposed research (to further study “A”)?
What is the research question (The research will determine whether “A” is affected by “B”)?
What do you hypothesize for your proposed research (It is hypothesized that “B” will help “A”
more than…)?
Methods (1/2 – ¾ of a page)
•
Participants
o This section should be written like a participants section in a published article. Tell me,
therefore, the following:
▪ Who are the participants?
• How many participants?
o How many male?
o How many female?
• Age?
• Race?
• From where will they be recruited?
• How will they be recruited?
▪ Will there be control participants? As an FYI, you will probably have control
participants (in most cases).
• Who are they?
• How many?
• How will they be recruited?
• Are the control participants “matched” to the experimental group (for
example, did you match them on age, etc.)?
▪ Are your participants being paid/compensated?
As you are writing the “Participants” section, consider the “Participants” section in the articles you read
and summarized. Consider the amount of detail that was given. Your “Participants” section should
provide the same level of detail.
Conclusion (1/2 -1 page)
• Summarize the topic, and the previous research on the topic.
• Summarize your research question, and the participants in your study, and your proposed
analyses
• “Wrap up” any loose ends.
Title Page
Poor (50%)
Title/Running head is not
appropriate for a scientific
paper. Title page does not
follow APA style.
Below Average (60%)
Title/Running head does not
effectively convey all the
variables in the study. Some
needed elements may be
missing.
Average (85%)
All relevant parts of the title
page are included.
Title/Running head is
appropriate but may not be
very concise.
(6 points)
(8.5 points)
More clarity in the opening
may be needed or the paper
may begin with a definition
of the topic but provide very
little context for the idea
(e.g., may begin immediately
with review of previous
research). The topic, while
generally appropriate for the
class, may be simplistic.
Paper starts somewhat
broadly, and provides some
theoretical or real- world
context for the main concept
in the study. An explanation
of the key concept or
question is provided, but it
could be clearer. The topic is
appropriate for the class but
not necessarily novel in the
field.
(5 points)
Introduction
Paper focuses immediately
on the method, or no
context for the topic is
provided. The topic is not
appropriate or is overly
simplistic for the class level.
(7.5 points)
Above Average (100%)
Title includes variables and
some articulation of
relations (e.g., “difference
between...”; “effects of x on
y”). Running head shortened
but complete within
character limit. All relevant
parts of the title page are
included. APA style is
completely correct.
(10 points)
Paper (i.e., first paragraph or
two) begins in a broad
manner and clearly explains
the problem to be investigated. Appropriate topic in
level and in content (e.g.,
thesis makes novel
contribution to field).
(15 points)
(9 points)
Literature Review
Too few citations are
included for the reader to be
confident that that literature
has been adequately
reviewed. Much of the
reviewed literature may be
inappropriate or not
reviewed in enough detail
for the reader to be sure of
its relation to other studies
or to the relevant theoretical
Some of the reviewed
literature seems to be
inappropriate or not welllinked to the topic.
Literature may not be
reviewed in enough detail
for the reader to be sure of
its relation to other studies
or to the relevant theoretical
or methodological issues or
it may be one-sided,
(12.75 points)
Studies are generally
described in enough detail
so that their relation to
other studies and to the
relevant theoretical and
methodological issues can
be understood by the reader
(although some sections
could be more specific). It is
usually clear whether each
general statement is a
Studies are described in
enough detail so that their
relation to other studies and
to the relevant theoretical
and methodological issues
can be understood by the
reader. It is clear whether
each general statement is a
hypothesis, a result of a
specific study, or a general
conclusion. The review is in
or methodological issues.
Definition or discussion of
key concepts may be
improperly paraphrased.
(25 points)
omitting contrasting
viewpoints. The review may
discuss key concepts from
the literature without
paraphrasing adequately
(i.e., over-reliance on
quotations).
(30 points)
Proposed Research:
Summary/Critique of Past
Research
Proposed Research:
Hypothesis
A brief summary of the
literature is not provided.
The description of what is
missing from this literature
or what researchers do not
yet know is absent or very
unclear. There is no
discussion of why the
proposed study will be
important to this literature,
or no study is proposed at
this point.
A brief summary of the
literature is not provided.
The description of what is
missing from this literature
or what researchers do not
yet know is unclear. There is
little justification why the
proposed study will be
important to this literature,
or the author makes a vague
call for more research
without any specificity.
(12.5 points)
(15 points)
Direction of hypothesis does
not follow from the
literature presented.
(12.5 points)
Variables in the main
hypothesis must be stated,
but no directional prediction
about the relation between
the variables is specifically
stated. It is unclear what the
experimental groups will be
and what will be measured.
hypothesis, a result of a
specific study, or a general
conclusion (though some
statements may need
clarification). The review
may include unnecessary
quotations or poor
paraphrases of the original
articles.
(42.5 points)
A brief summary of the
literature is provided, but
the description of what is
missing from this literature
or what researchers do not
yet know could be stated
more clearly. An explanation
of how the proposed study
will answer this question or
fill this research gap is
included, but it could be
more specific; or, the author
makes a vague call for more
research without specifying
variables, populations, or
methods.
(21.25 points)
Main hypotheses are stated
clearly and directional
predictions are made, but it
is somewhat unclear what
the experimental groups will
be or what will be measured.
It may be unclear how the
the author’s own words, and
the focus is on the research,
rather than the researchers.
Limitations of prior research
and contrasting
views/positions are
presented.
(50 points)
A brief summary of the
literature is provided, and
there is a specific, clear
description of what is
missing from this literature
or what researchers do not
yet know. A clear
explanation of how the
proposed study will answer
this question or fill this
research gap is included.
Specific issues, variables,
populations, or methods are
mentioned.
(25 points)
Hypotheses are all clearly
stated, and directional
predictions are made based
on the previous literature.
They are testable. It is clear
what the experimental
A hypothesis with no
justification may be
included.
(15 points)
Method: Participants
Sample is not complete
given the hypotheses.
Participants are poorly
described; replication would
not be possible.
Sample is not complete
given hypotheses (e.g.,
wrong ages) but is well
described. Does not include
either recruitment criteria or
exclusion information.
(12.5 points)
(15 points)
hypothesis links to the
literature.
groups will be and what will
be measured.
(21.25 points)
(25 points)
Sample is appropriate given
hypotheses, although may
be small. A relevant
characteristic of the
participants may be missing
from the description. Must
include recruitment criteria
or special arrangements.
Sample is appropriate given
hypotheses and large
enough for power.
Participant information
includes number and all
necessary characteristics.
Exclusions based on
behavior are noted, as are
any recruitment criteria or
special arrangements (e.g.,
compensation).
(21.25 points)
Conclusion
There are a few sentences at
the end of the paper that
could be considered a
conclusion.
(5 points)
There is a conclusion, but
there is little attempt to tie
up loose ends or summarize
the research and research
proposal.
(6 points)
Conclusion is present. There
is some attempt to tie up
loose ends, and summarize
the research and research
proposal.
(8.5 points)
References
Reference list is more like a
bibliography of related
sources. References may not
be scholarly sources or
otherwise not appropriate
for the assignment (e.g., too
many secondary sources), or
they may not be current.
Some references may not be
appropriate for the
assignment. Key references
are clearly cited from other
sources and not likely read
by the student. Sources do
not include a good mix of
recent and classic, if
necessary.
Reference list may leave out
some cited article or include
one that was not cited. The
articles are appropriately
scholarly but may be
somewhat tangential and
were likely read by the
student. Sources include a
good mix of recent and
classic, as necessary.
(5 points)
(6 points)
(25 points)
Conclusion is present and
clearly wraps up loose ends,
and is a good summary of
the research and research
proposal.
(10 points)
Reference page includes all
and only cited articles. The
articles are appropriately
scholarly and appropriate to
the topic. Sufficient recent
sources make the review
current, and classic studies
are included if applicable
and available. Original
(8.5 points)
Scientific Writing Style
Organization is confusing.
Transitions are missing or
are very weak. Tone is
consistently too informal.
Punctuation and grammar
mistakes throughout the
paper. Sentences are not
concise and word choice is
vague. The author strings
together quotations without
enough original input.
(7.5 points)
Organization is less
adequate, making the paper
difficult to follow.
Transitions are sometimes
there, and those that are
there could be improved.
Tone is occasionally
colloquial. Punctuation and
grammar are usually correct,
but there are consistent
mistakes. Sentences are not
always concise and word
choice is sometimes vague.
The author includes many
quotes or improper
“paraphrases” that may
constitute unintentional
plagiarism.
(9 points)
APA Style
Four or more consistent
style errors, or many
inconsistent style errors.
Information is consistently
included in the wrong
sections (e.g., materials
described in procedure;
discussion included in
results).
(7.5 points)
For the most part,
information is included in
the appropriately titled
sections. Consistent APA
style errors in referencing,
spacing, or statistical copy.
(9 points)
Organization is effective
although improvements
could be made. Transitions
are generally there, but are
occasionally not smooth, and
paragraphs may stray from
the central idea. Tone is
appropriately formal.
Punctuation and grammar
are almost completely
correct. Sentences are
generally concise and word
choice is usually precise.
Paraphrases are usually
used, and quotation marks
are used appropriately if
necessary.
(12.75 points)
For the most part,
information is included in
the appropriately titled
sections. Style is generally
correct and must include
correct spacing, fonts, and
margins. Page breaks must
be in appropriate places, and
sections must be in order.
May have minor mistakes in
punctuation of references,
articles/chapters were
clearly read by the student.
(10 points)
There is a clear organization
to the paper, and transitions
are smooth and effective.
Tone is appropriately formal.
Topic sentences are
appropriate for paragraphs,
and key ideas are
explained/described as
needed. Punctuation and
grammar are almost
completely correct, including
proper tenses and voice.
Sentences are concise and
word choice is precise, with
nonbiased language. Proper
paraphrases are usually
used, but quotation marks
are used appropriately if
necessary.
(15 points)
Information is included in
the appropriately titled
sections. Title page, in-text
citations, paper format, and
Reference page are in APA
style with no mistakes. All
headers, tables and figures,
margins, captions, etc., are
in APA style.
(15 points)
in-text citations, statistical
copy, or headers.
(12.75 points)
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