Humanities
Seneca College Stress Impacts on Learning and Behavior Essay

Seneca college

Question Description

I’m stuck on a Psychology question and need an explanation.

1. Selecting a Topic:

o Select a topic from the list at the bottom of this instruction page.

2. Writing your Essay:

o Length

Write an essay containing a minimum of 2,000 words (but no longer than 3,000) with sources of information correctly used in the document (i.e. books, articles, and internet) properly cited.

o Format

The essay must be word processed, double spaced, and spell checked. It should also include:

A cover page containing:

1. Your name and student ID number

2. The title of the essay

3. The subject - PSY181

An introductory paragraph containing a thesis statement outlining the purpose of your essay or a claim that you are making.

Paragraphs containing points that are substantiated by your references and cited within the paragraph.

A conclusion that connects the research you have done with your original claim (thesis statement).

Your paper should be written in the third person. Writing this essay in the first person is not acceptable.

o Citations

Both paraphrased text and quotes must be properly referenced using MLA or APA in-text citations.Reference notations must be used within each paragraph wherein a source has been used for information (i.e. Smith, page 90 (MLA Style)) or via footnotes or endnotes (PSA style).

Include an accompanying MLA or APA Works Cited page properly referencing all psychology documents, texts, articles or web sites that were used for your research.Your full list of referencesshould appear at the bottom of the essay. A minimum of three references is required.

If you are unfamiliar with citation guidelines, you need to look at The Handbook (available in most libraries), or consult this online resource:

http://library.senecacollege.ca/Research_Help/Citi...

3. Saving your file:

o File Type:Save the File as .docx

o File Name:XXXy.essay.docx where XXX is replaced by your last name, and y is replaced by your first initial.

4. Submitting the Assignment:

o Your file must be submitted in the Assignments area.

In the Assignments area, click on the folder: Research Essay.

In Section 2, Assignment Materials, select, Browse my Computer.

Attach the file and then click on Submit.

Before you submit, you can review instructions in How to use Blackboard & Submit Assignments(in Course Information). Note that you may notcopy and paste; you must submit an attached file.

o Due Date:

Submit the assignment no later than the end of Week 13. See Subject Timelines(in Course Information) for the specific due date.Late submissions will not be accepted.

PSY181 Research Essay Topics:

Select one of the topics listed below.

1. Effect of Family Constellation on learning and behavior (i.e.: First born, Middle,Youngest and Only Child)

2. Effect of one Social / Environmental Factor on learningand behavior. A possible factormight be one of the following: early deprivation, poverty, parental neglect etc. You can select a different issue but be sure to narrow your subject to just one.

3. Effect of Gender on learning and behavior. Do boys and girls learn differently? How?

4. Effect of one Learning Disability such as ADD (Attention Deficit Disorder) or dyslexia on learning and behavior.

5. Effect of Positive or Negative Self-Concept on learning and behavior (Carl Rogers, Maslow, Adler).

6. Effect of Stress on learning and behavior.

7. Benefits and Drawbacks of a Behaviorist approach to teaching or parenting.

8. The Acquisition of language: A consequence of learning or inheritance

9. The importance of Critical Thinking when learning, thinking and problem solving. This is especially important when incorporating new information from the media.

10. The impact of Compliance on our learning, thinking and problem solving.

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PSY181 Research Essay (20%) Instructions: Students are required to write a college level research essay to be submitted via the Assignments area by the end of week 13. Below are step by step instructions. 1. Selecting a Topic: o Select a topic from the list at the bottom of this instruction page. 2. Writing your Essay: o o o Length Write an essay containing a minimum of 2,000 words (but no longer than 3,000) with sources of information correctly used in the document (i.e. books, articles, and internet) properly cited. Format The essay must be word processed, double spaced, and spell checked. It should also include: ▪ A cover page containing: 1. Your name and student ID number 2. The title of the essay 3. The subject - PSY181 ▪ An introductory paragraph containing a thesis statement outlining the purpose of your essay or a claim that you are making. ▪ Paragraphs containing points that are substantiated by your references and cited within the paragraph. ▪ A conclusion that connects the research you have done with your original claim (thesis statement). ▪ Your paper should be written in the third person. Writing this essay in the first person is not acceptable. Citations ▪ Both paraphrased text and quotes must be properly referenced using MLA or APA in-text citations. Reference notations must be used within each paragraph wherein a source has been used for information (i.e. Smith, page 90 (MLA Style)) or via footnotes or endnotes (PSA style). ▪ Include an accompanying MLA or APA Works Cited page properly referencing all psychology documents, texts, articles or web sites that were used for your research. Your full list of references should appear at the bottom of the essay. A minimum of three references is required. ▪ If you are unfamiliar with citation guidelines, you need to look at The Handbook (available in most libraries), or consult this online resource: http://library.senecacollege.ca/Research_Help/Citing_Sources/ 1 of 2 3. Saving your file: o File Type: Save the File as .docx o File Name: XXXy.essay.docx where XXX is replaced by your last name, and y is replaced by your first initial. 4. Submitting the Assignment: o Your file must be submitted in the Assignments area. • In the Assignments area, click on the folder: Research Essay. • In Section 2, Assignment Materials, select, Browse my Computer. • Attach the file and then click on Submit. • Before you submit, you can review instructions in How to use Blackboard & Submit Assignments (in Course Information). Note that you may not copy and paste; you must submit an attached file. o Due Date: • Submit the assignment no later than the end of Week 13. See Subject Timelines (in Course Information) for the specific due date. Late submissions will not be accepted. PSY181 Research Essay Topics: Select one of the topics listed below. 1. Effect of “Family Constellation” on learning and behavior (i.e.: First born, Middle, Youngest and Only Child) 2. Effect of one Social / Environmental Factor on learning and behavior. A possible factor might be one of the following: early deprivation, poverty, parental neglect etc. You can select a different issue but be sure to narrow your subject to just one. 3. Effect of Gender on learning and behavior. Do boys and girls learn differently? How? 4. Effect of one Learning Disability such as ADD (Attention Deficit Disorder) or dyslexia on learning and behavior. 5. Effect of Positive or Negative Self-Concept on learning and behavior (Carl Rogers, Maslow, Adler). 6. Effect of Stress on learning and behavior. 7. Benefits and Drawbacks of a Behaviorist approach to teaching or parenting. 8. The Acquisition of language: A consequence of learning or inheritance 9. The importance of Critical Thinking when learning, thinking and problem solving. This is especially important when incorporating new information from the media. 10. The impact of Compliance on our learning, thinking and problem solving. 2 of 2 PSY181 Evaluation Criteria for Research Essay Introduction to Topic & Thesis Organization Evidence & Analysis Control of Language & Mechanics Citations & Research A a well-written essay in which the author makes a clear, specific, and intelligent claim, supports that claim with strong evidence, and demonstrates mastery of the elements of writing B a clearly-written essay in which the author makes a focused and interesting claim, supports that claim with relevant evidence, and demonstrates competence in the elements of writing C a coherent essay in which the author makes a nonspecific, vague, or obvious claim, supports that claim with mixed evidence, and demonstrates some control over the elements of writing D an intermittently coherent essay in which the author makes a poorly sustained claim inadequately supported by evidence, and that demonstrates little control over the elements of writing F a largely incoherent essay in which the author makes an irrelevant claim or no claim, supports that claim with few or no ideas, and demonstrates incompetence with the elements of writing apparent, with consistent and effective transitions between sentences, paragraphs, and ideas coherent, with smooth and obvious transitions between most sentences, paragraphs and ideas uneven, with some abrupt or sketchy transitions between some sentences, paragraphs or ideas weak, with few transitions between sentences, paragraphs or ideas; may have some trouble with paragraph divisions poor, with little continuity among sentences, paragraphs or ideas; misunderstands paragraph divisions thoroughly develops and convincingly supports main claim with logically compelling reasons as well as with evidence taken from readings develops and supports main claim with relevant evidence & supporting detail taken from readings expands on main claim with details taken from the readings, but overlooks important evidence or details claim needs more relevant or logically-compelling detail, or a more balanced presentation of detail, or detail more true to the literary text claim not supported adequately with evidence; shows a misunderstanding of the literary text or of the essay assignment effective and varied sentence structure with no sentence-level errors (fragments, run-ons, or comma splices); precise diction; mastery of spelling & punctuation effective sentence structure with few sentence-level errors (fragments, run-ons, or comma splices); good diction; very few errors in spelling & punctuation some stylistic problems in sentences, or sentencelevel errors (fragments, run-ons, or comma splices); minor errors in diction; minor errors in spelling & punctuation frequent stylistic problems in sentences, or some sentence-level errors (fragments, run-ons, or comma splices); major errors in diction; major errors in spelling & punctuation frequent stylistic problems in sentences, or frequent sentence-level errors (fragments, run-ons, or comma splices); major errors in diction, spelling or punctuation that impede comprehension chooses sources wisely & appropriately; integrates sources, quotes, and paraphrases into argument seamlessly; follows MLA or APA conventions perfectly chooses sources appropriately; integrates sources, quotes, and paraphrases into argument; follows MLA or APA conventions awkwardly or inappropriately uses others’ ideas and materials to support its own claim; incomplete or inaccurate citations not in MLA or APA format disconnects its claim from a psychology text or from any sources; difficulty with quotations & paraphrases; little attempt at citation ignores conventions of scholarship and interpretation by bypassing sources; idiosyncratic; no attempt at citation Conclusion MLA or APA Format Note: A concludes the essay by clearly showing importance of claim by connecting claim to research noted in the essay or to a larger idea in the text. No errors in the use of intext citations and the construction of the Works Cited page. B concludes by restating claim and arguing for that claim’s importance in interpreting the literary work C concludes by restating claim and summarizing details brought up in body paragraphs, but does not show the importance of the claim D concludes by restating claim, but does not connect that claim to the literary work or show its importance F essay does not conclude, but instead merely ends after citing evidence in body paragraphs No more than 2-3 minor formatting errors in the use of in-text citations and/or the Works Cited page. 1-2 major formatting errors in the use of in-text citation and/or the Works Cited page, but overall still serviceable. Significant formatting errors in the use of in-text citations and/or the Works Cited page. No MLA or APA documentation; absence of in-text citations and/or Works Cited page. Although APA formatting is the standard for scientific research papers, MLA formatting, as per literature essays, will also be accepted in this subject. The Parts of an Essay The Introduction The introduction defines the purpose and sets the parameters (scope) of the paper. It contains the thesis statement, previews your main points and often foreshadows the order in which the points will be discussed. At the end of the introduction the reader should know the subject of your paper and the way in which you will discuss it. It also works to gain the reader’s attention. You could achieve this in the following ways:  Cite an interesting incident or anecdote.  State an opinion you intend to challenge.  Provide a definition.  Provide an interesting description  Use a pithy quotation.  Cite a little known or striking fact.  Create a relevant analogy.  Pose a question significant to readers.  Establish a claim. The Body The body develops th main argument, supporting it with evidence; providing explanations, details and examples; defining and describing key terms and ideas, exploring reasons, causes, effects and counter arguments, pointing out similarities and differences and citing authoritative sources. Your argument should be reasoned, logical, and coherent and developed in an order appropriate to your particular subject or argument. Reasoning relies on using evidence – facts, experience, witnesses, authority. There are two wars to reason: Inductively: from details, examples and evidence to generalizations. Deductively: from generalization through its implications and justifications and back to generalization. There should be an inherent logic in the way in which your main points are ordered. In some cases, this will be dictated by the nature of your subject. Some ordering patterns are:  Chronological order – order in time  Climactic order – building up to your main point by starting with the least important point, then the next least important up to the last point which is the most important.  Logical Order – one point must be explained for the following point to make sense.  Random order The Conclusion In the conclusion you generally summarize and come to a solution or a new definition of the problem. Your conclusion will only look strong to your readers if you examined and rejected (with reason) other logical solutions or ways of viewing the problem. To write a strong conclusion you need to:  Seriously consider and deal with alternatives  Recognize the implications of your position  Take a reasoned, ipen-minded stand Conclusions are usually considered weak if:  Totally new or irrelevant ideas are introduced  A sudden reversal negates any previous information  Impossible or illogical claims or promises are made To write a powerful conclusion, end with a significant, relevant idea or a memorable statement:  Show the value or significance of your subject  Refer back to the content of your opening paragraph  Use a relevant or thought-provoking quotation or statement or question.  Propose a suggestion for change  Offer a solution to the problem discussed in the paper. ...
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Running head: STRESS IMPACTS ON LEARNING AND BEHAVIOUR

Stress Impacts on Learning and Behavior

Name
Institution
Professor

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STRESS IMPACTS ON LEARNING AND BEHAVIOUR

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Stress Impacts on Learning and Behavior
Stress has, for a long time, been a topic of research by various scholars and specialists.
For this reason, it attracts different definitions. Lazarus & Folkman (2016) defined stress as a
physical or mental phenomenon that occurs when people could not cope with the demands of
their external situation. Stress, according to their study, is as a result of interaction with the
environment. Selye (2018) focused on defining stress according to physiological factors. It is as a
"non-specific stimuli which later upsets an organism's equilibrium." The two definitions,
however, come into the agreement: Stress is experienced if a persons’ resources cannot mobilize
the demands. The resources can either be social or personal. The study aimed at studying the
current knowledge that is available on impact of stress on learning and behavior.
Stress has been in existence for a very long time. Studies vividly elucidate that. Stress
reports have increased drastically today and particularly amongst learners and students. Young
people are the most affected by stress, according to many studies. There have been many reports
of depression and suicidal attempts among the youth. All of these are symptoms of stress. Many
of them have resulted in not being proactive, like dropping out of school (Bhargava, 2018).
Stress has not only affected the youth but other people of older age groups. People in their midlife crisis have been adversely affected by stress. They have career and family pressures that
result in them feeling unable to deliver. The result has been broken homes, divorces, and quitting
careers.
Studies on the effect of stress on learning and behavior have taken place in animals and
humans. Experiments on animals showed that a laboratory mouse learned less when on a lot or
no stress. Further, it showed that mice under moderate pressure learned more (Bossing & Ruoff,
2018). The relationship has used to study human learning behavior. A scholar named Kurt Lewin

STRESS IMPACTS ON LEARNING AND BEHAVIOUR

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demonstrated the relationship in humans. Research conducted on school-going children. They
were divided into those having high, low, and optimum stress levels. The teachers were to be
highly authoritarian in one classroom (high level of stress. In the second class, the teachers were
to be laissez-faire/nondirective. In the last class (optimum level of stress), the teachers were to be
democratic.
In the authoritarian classroom, the students started by being very proactive. Later, the
students were becoming more aggressive due to stress. That resulted in a reduction in their level
of productivity. The second group with low-stress levels had an aggressiveness almost matching
the first group. They also had the lowest levels of productivity. The third group had little
frustration hence no aggressive behavior. The democratic teacher inv...

klincoln (2675)
Cornell University

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