PSY363 Bowie Effects of Repeated Sports Related Concussions on Working Memory

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byhyvfn

Humanities

PSY363

Bowie State University

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This paper has two parts, Please strictly follow the guide i attached that is titled "paper guide" and the rubric. I can not stress the importance of following these two documents so please ensure to follow then strictly!. The plagiarism limit for this assignment is 8% please try to have less than this because the instructor is strict!! I have attached a sample of the assignment but please do not copy anything for the sample. Create an original assignment that has nothing to do with the sample. The sample is just a guide.

1rst part topic:The topic for the Main paper is :the effects of repeated sports-related concussions on working memory

2nd part topic: Proposed Research topic: Can repeated sports-related concussions predispose the individual to long term cognitive impairments?

Requirements for paper:

- 7-8 pages (this means 7-8 pages of text, not 7-8 pages total) ▪ Double spaced ▪ 12-point Times New Roman font ▪ 1 inch margins on all sides (be careful, because the default in some versions of Word is 1.25 inches on left and right)

- AT LEAST 5 primary, scientific references (from peer-reviewed journals) ▪ Found using ResearchPort ▪ Published between 2008-2019 (I’d prefer if you stay away from sources that were published prior to 2007) ▪ You MUST use primary, scientific references – that means they are peerreviewed RESEARCH articles (so, they a methods and results sections) • You MAY NOT use meta-analyses. • You MAY NOT use review articles. ▪ DO NOT USE: • Google (unless it’s google scholar) • Wikipedia • Newspapers (Baltimore Sun, etc) • Popular Magazines (Psychology Today, Time, etc) • Textbooks • Websites made for the general public (NIH, WebMD, emedicine)

- APA Writing Style ▪ APA Style Title page ▪ No Abstract ▪ Proper in-text citations and references page • NO DIRECT QUOTES ▪ Other APA Writing Style rules are followed (e.g., avoid personal pronouns, proper use of abbreviations, proper formatting of headings, avoid use of contractions, etc.)

o What your paper should be: ▪ An introduction to your topic with a clearly stated thesis statement, ▪ A summary of the published research on the topic you choose, which… ▪ …leads to an idea for a future research study, complete with a purpose, research question, hypothesis for the study, and a detailed “Participants” section. ▪ A “Conclusion” where you wrap up loose ends

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Running head: SLEEP DEPRIVATION AND ATTENTION The Effect of Sleep Deprivation on Attention Spring 2018 Student Bowie State University 1 SLEEP DEPRIVATION AND ATTENTION 2 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 3 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 4 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 5 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 6 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 7 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 8 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 9 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 10 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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Attached.

Effects of Chronic Traumatic Encephalopathy on Memory due to Sports – Outline
Thesis Statement: To determine whether the chronic traumatic encephalopathy as one of the
sport-related concussions has any effect on the functioning of the memory, a study was
conducted involving a literature review as well as the proposed research that focused more on
participants.
I.

Literature Review
A. Similarities between Alzheimer's disease and Chronic Traumatic Encephalopathy
B. Diagnosis of the Chronic Traumatic Encephalopathy
C. Individuals Vulnerable to Chronic Traumatic Encephalopathy

II.

Proposed Research
A. Methods
1.

III.

Participants

Conclusion


Running head: CHRONIC TRAUMATIC ENCEPHALOPATHY EFFECTS ON MEMORY 1

Effects of Chronic Traumatic Encephalopathy on Memory due to Sports
Name
Institution

EFFECTS OF CHRONIC TRAUMATIC ENCEPHALOPATHY ON MEMORY

2

Effects of Chronic Traumatic Encephalopathy on Memory due to Sports
Chronic Traumatic Encephalopathy refers to a state that takes place due to the occurrence
of a mild traumatic brain injury (TBI), which is also referred to as a concussion. A pathologist
known as Harrison Martland from New Jersey was the first person to discover CTE in 1928 in an
attempt to illustrate how neurological brain deterioration occurs. He realized that the conditions
usually develop among individuals who experience repeated conditions of concussions. Martland
referred the condition as ‘Punch Drunk’ as he described the state of impaired cognition
experienced by people during sport, especially among boxers. CTE was given a different name in
1937, which was known as ‘dementia pugilistica'. Initially, it was believed that CTE only
develops among boxers since they experience several headshots during matches. However, the
beliefs changed later after scientists conducted intensive research on the condition. After the
scientific research, it was found that several aspects other than boxing can serve as the
predisposing factors of the disease. The findings that were obtained played a significant role in
giving insights regarding the CTE and TBI and their relationship with sports, cognition, and
concentration among individuals would are involved, especially athletes. To determine whether
the chronic traumatic encephalopathy as one of the sport-related concussions has any effect on
the functioning of the memory, a study was conducted involving a literature review as well as the
proposed research that focused more on participants.
Literature Review
The astrocytic tangles and the tau neuro-fibers tangle fibers that are present in the
temporal and frontal brain lobes are the ones that determine the condition of the Chronic
Traumatic Encephalopathy. These determinants are usually found on the focal epicenters where
the form around the paralimbic, limbic, and small vessel regions possessing β-amyloid paucity

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deposits. According to Montenigro, Stein, Cantu, & Stern, (2015), CTE usually influences the
way an individual behaves or thinks depending on the part of the brain that is affected, especially
on the cognitive region that makes a person to experience difficulties where carrying out certain
activities such as making judgment, solving problems, organizing things, and multi-tasking.
Under the circumstances where the moods of an individual are affected, the individual may
experience irritability, apathy, depression, and in some cases, it may cause suicidal thoughts
(Montenigro et al. 2015).
When an individual is affected by this disease, he or she significantly changes his or her
behavior to cope with the condition. Some of the most common noticeable reactions include
violence towards other people, substance use and abuse, and increased level of temperament.
Such symptoms are mostly displayed among individuals who have experienced traumatic brain
injuries for more than eight years (Randolph, 2014). Under extreme conditions of the traumatic
brain injuries, an individual may develop other states, especially dementia and Parkinson's
diseases. During the initial stages of the condition, individuals who are suffering from CTE are
easily diagnosed with dementia rather than showing the symptoms of the disease. In most cases,
CTE can be confused with Alzheimer's disease due to their close similarities in terms of signs
and symptoms displayed by the two conditions.
Similarities between Alzheimer's disease and Chronic Traumatic Encephalopathy
One of the reasons as to why the chronic traumatic encephalopathy is confused with
Alzheimer’s disease is due to their effect on the brain. CTE is considered to have four phases in
which the effect on cognitive thinking on an individual is identified. The extent to which an
individual is affected by the condition is determined by several factors where some of them
include the number of years that an individual has engaged in sports, concussion severity, and

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the type of sport participated in. The initial phase starts with abnormal appearance of tau in locus
coerulos and neocortex brain parts. The second phase involves the effect of the condition on the
diencephalon. In the third stage, the disease affects the medial temporal lobe before the state
spreads to the other parts of the brain, such as the cerebellar, brainstem, and neocortical regions.
According to the studies reviewed regarding the Alzheimer’s state, the effect of the Alzheimer’s
condition on the brain starts from the brain stem, which is the starting point of tau when
spreading before moving to the entorhinal cortex (Randolph, 2014). The condition them proceeds
to affect the medial temporal lobe, after which it ends at the neocortex. Both the Alzheimer's
disease and the CTE are said to affect the critical regions of the brain, such as the neocortex that
causes a significant effect on the conscious thoughts, sensory perception, and language.
Diagnosis of the Chronic Traumatic Encephalopathy
Even though there are several aspects of advancement in technology and medical
conditions, it is still proved that the CTE condition up to date can never be identified in an
individual while he or she is alive. As indicated by Gardner, Iverson, & McCrory, (2014), the
only technique that has been confirmed to be a successful method of identifying CTE is by
carrying out a postmortem procedure for the brain a laboratory. However, this technique is very
rare because not many people accept their brains to be examined for a postmortem before they
die or family members agree to the brain of their dead relative to be assessed. Neuroradiological
imaging is considered to be unsuccessful for the view of any prove regarding CTE within the
brain, though the CT scan among other recent methods of viewing imaging display various
abnormalities that might emerge from the CTE, especially the sulcal and ventricular enlargement
conducted for the brain (Gardner et al., 2014). However, scientists have changed their way of
focus to other methods that can assist in the diagnosis of the CTE, especially the

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electroencephalography that entails placing some small round parches on the scalp of an
individual to determine the brain activity during various experimental practices.
An individual suffering from a CTE usually displays a particular is light up when
imaging is conducted, which is a brain for a person that has a healthy brain. However, the way in
which the CTE arises in an individual is still not known. Besides, the scientists are not aware of
how many occurrences of the traumatic brain injuries leads to the CTE condition within the
brains, though they know that the only way to stop the disease is by avoiding incidents that cause
traumatic situations by all means applicable (Petraglia & Deane, 2014). The fact that scientists
are not aware of these aspects makes the disease difficult to be diagnosed during its early stages
of development. However, in under some circumstances, the condition can be detected if an
individual starts to undergo changes in the body such as cognition, moods, and behavioral
changes.
Individuals Vulnerable to Chronic Traumatic Encephalopathy
It has been well confirmed that the CTE condition is caused by continuous TBI, a disease
that is interchangeably recognized as a repeated concussion. In this case, most of the individuals
who are engaged in sports are considered to be vulnerable to the condition, especially the ones
who play hockey, football, and soccer. Contact sports are considered to be associated with
several risks where CTE is said to be among the dangers. According to scientists, stopping or
changing the direction of a ball by use of a head when playing soccer is said to be equivalent to
hitting a car moving at a speed of 30 miles per hour, by the head. When an individual hit heads
such a ball. The neurons in the head tend to break, thus causing the cells of the brain to die in a
way that they cannot be replaced or repaired. In addition, war veterans are also considered to be
vulnerable to CTE due to the duties that they perform on the battlefield.

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Exposure of veterans to improvised explosives may cause the head of the involved person
to behave as if it has been hit, thus causing damage to the brain. American football is deemed as
a very dangerous type of sport since it involves hitting a ball with a head every single minute.
Even though several advancements are taking place in sports such as the use of helmets, the rate
at which individuals develop CTE is almost the same as playing the game without helmets. This
is because, even though the head is not physically affected after hitting a ball with a head, there
is no solution of preventing the TBI from taking place under such circumstances. Even the
recently introduced helmets that protect a person from concussions are deemed that they cannot
prevent an individual from getting shockwaves when he or she gets into contact with a ball or a
person.
Several professional footballers experience the dangers associated with CTE due to their
negligence in studying the concussion topic. One of the most famous examples is the case of
Tony Dorsett, who was a football star...


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