CADV 380 California State University Northridge APA Format Correction Paper

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CADV 380

California state university Northridge

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1. This paper is NOT formatted correctly. There are at least 25 errors that can be corrected, which you should be able to do with your knowledge from the lecture and the use of the online APA guide (Links to an external site.).

2. After downloading the attachment and editing it as necessary to make it into a word doc and provide highlights and number the errors found. at least 25

3. Notes: There is no abstract, results section, or discussion section in this paper. DO NOT ADD AN ABSTRACT, RESULTS, or DISCUSSION SECTION. Simply edit what you have: the title page, introduction, method, and reference sections.

I will provided the document which you need to correct the errors. As well as powerpoints and pdf to help out understand APA 7th edition. Both powerpoint slides and PDF are same.

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Did She Mean To Do It? Did She Mean to Do It? Tissyana C. Camacho California State University, Northridge Did She Mean To Do It? Introduction A clear understanding of intentional action is central to successful social functioning during the early school years and beyond (e.g., Dodge, 1980). During the school age years, children become involved in new varieties of social interactions, which should help solidify their entry into their cultural group. An understanding of another person's intentions is required in order to communicate effectively and interact appropriately in these new settings. If one child hits another, the victim's reaction will depend on whether the act is viewed as intentional or unintentional. This is such a crucial issue that we use the question "Did she mean to do it?" to frame the current study on the development of a folk theory of intention. Method Participants Participants (N = 72) were divided into three age groups: 1) young age-group: 16, First Grade, 6year-olds (9 male, 7 female); 2) middle age-group: 27, Second to Fifth Grade, 7- to 10-year-olds (14 male, 13 female); and 3) old-age group: 29 undergraduates (5 male, 24 female). Procedure Children were met by the researchers outside their classroom at the end of the school day. They were escorted to a quiet area in a school corridor where they were interviewed by one to three undergraduate researchers. Undergraduates were interviewed during their research laboratory meeting. All participants completed six intention tasks and the Bryant (1982) Empathy Test for Children and Adolescents. Children chose a token gift at the conclusion of the study. Measures There were two intention measures, with three tasks for each measure: Knowledge-intention and age-of-intent. All six tasks were presented as stories with a description of the protagonists engaging in accidental and intentional incidents. There was a fixed order, with one knowledgeintention task followed by one age-of-intent task. The experimenter drew the child's attention to the appropriate incident during the narration and followed up each task with a memory question. If the child did not remember the story, it was repeated. For each intention task, the identification question was scored as either passing or failing. One point was given for a correct answer and a 0 was given for an incorrect answer. A total identification score was created, which consisted of the sum of participants' scores for the identification questions across both measures (Range: 0–6). (The results for the justification tasks will not be reported in this paper.) References Bryant B. K (1982). An index of empathy for children and adolescents. Child Development, 53(2), 413-425. Dodge, K. A. (1980). Social cognition and children's aggressive behavior. Child Development, 51(1), 162. Dunn,J. (1988). The beginnings of social understanding. Oxford, UK: Basil Blackwell. Learning Objectives • Explain why APA style was created • Identify the 10 different components of an APA-style manuscript • Describe and discuss the expectations in the five main sections of an APA-style manuscript • Differentiate between scientific writing and non-scientific writing What is APA Style? APA Style (7th Edition) • Publication Manual of the American Psychological Association (APA) • APA’s guidelines for communicating research (and other) findings • Important for consistency in reading, reviewing, editing, and accountability History of APA Style • Presented as a 7-page journal article in 1929 • Developed by researchers in various fields such as psychology, anthropology, and business managers (sponsored by the National Research Council) • “Establish a simple set of procedures, or style rules, that could codify the many components of scientific writing to increase the ease of reading comprehension.” Overall APA Style: Double-Spaced Go to Format → Click Paragraph → Spacing = Double Important side note: Make sure your ”Before” and “After” spacing is set to zero! Overall APA Style: 1” Margins • Go to “Layout” • Click on “Margins” • Select 1” on all sides Overall APA Style: Font Sans Serif Fonts • 11-point Calibri • 11-point Arial • 10-point Lucida Sans Unicode Serif Fonts • 12-point Times New Roman • 11-point Georgia • Normal (10-point) Computer Modern (the default font for LaTeX) For this class, please make sure your font is always 12-point Times New Roman Overall APA Style: Paragraph Alignment • Indent first line of every paragraph • Use tab key; set at ½ inch • All text should be aligned left • Except for titles, captions, the abstract, or block quotations Components of an APA Manuscript: In order: 1. Title Page 2. Abstract 3. Introduction 4. Method 5. Results 6. Discussion 7. References 8. Tables 9. Figures 10. Appendices Title Page • Everything centered • Title of Paper (in bold) • Author Name(s) • Institution • Page # (which is always 1, top right corner) • Running Header: Shortened title that will show up on every page • WRITTEN IN ALL CAPS; Less than 50 characters (including spaces, punctuation, etc.) • 7th edition: you do not need the words “running head” on the first page. < ---------- > 1” Margins Header < ---------- > 1” Margins X X X X X Title Name Institution Page # < ---------- > 1” Margins Abstract • Write this part of the paper last • Page #2 • Label as “Abstract” (centered & in bold) • Brief comprehensive summary of all sections of the paper (intro, method, results, discussion) < ---------- > 1” Margins Not Indented < ---------- > 1” Margins Running head is ½” from top of the page < ---------- > 1” Margins Introduction Title Level 1 Heading Double-spaced Paragraphs indented < ---------- > 1” Margins < ---------- > 1” Margins < ---------- > 1” Margins Introduction • From general topic to your specific research • “V” shape → Broad to Narrow 1) Why is this question worth studying? 2) What do we already know? 3) What don’t we know? 4) Specific hypotheses 3 Is Cooperation Gender-Blind? A Longitudinal Study of Cooperation in Preschool Boys and Girls Cooperation—the ability to work together towards a common goal—is a fundamental aspect of successful social interaction. Cooperation enables successful teamwork, and promotes bonding and friendship formation at multiple ages (Switzer & Sekulich, 2005). Indeed, without cooperation, we would not be able to…..INSERT MORE EVIDENCE HERE ESTABLISHING THAT, IN GENERAL, THE BROAD TOPIC OF COOPERATION IS IMPORTANT FOR PEOPLE TO STUDY Cooperative behaviours begin to develop in the preschool years. Pascaris et al. (1998) showed that 3-year-old children were more likely than 2-year-olds to engage in co-operative and helping behaviours (such as working with a partner to complete a puzzle). Additionally, further research shows….INSERT MORE EXAMPLES FROM EXISTING LITERATURE DEMONSTRATING THAT COOPERATION DEVELOPS DURING THE PRESCHOOL YEARS In addition to cooperative behaviours, concepts of gender and gender identity are also developing during the preschool years (Kearnan & Smith, 2007). At ages 3 and 4 years, children begin to concretely identify themselves as boys or girls, and spontaneously talk about specific behaviours that boys and girls “should and should not” engage in (Kearnan, Harkness, & Jademan, 1999). Other research also shows that….INSERT MORE EXAMPLES FROM EXISTING LITERATURE DEMONSTRATING THAT GENDER CONCEPTS ASLO DEVELOP DURING THE PRESCHOOL YEARS 4 An important question that is currently under-investigated in the existing literature is the extent to which the development of gender concepts affects cooperative behaviours in preschool children. More specifically, it is possible that once gender concepts are firmly established, young children may prefer to cooperate more with people of the same gender. To directly investigate this possibility, we conducted a longitudinal study examining cooperative behaviours in a large sample of preschool children starting at 2 years of age, and following them until their 6 th birthday. Cooperative behaviours were assessed every 2 months when the children met in laboratory for play group, and gender concept measures were also gathered at this time. We hypothesize that when children are young, and their gender concepts are not as fully formed, they will engage in cooperative behaviours with people of either gender. However, once children achieve a more concrete gender identity, they will exhibit a preference for cooperating with people of their same gender, and prevalence of cross-gender cooperation will decrease. Method Method (in order of presentation) 1. Participants • • • • • Describe sample Specify # of participants How were they selected? Compensation? Complied with ethics? 2. Procedures • Procedures/research design -summarize each step in the execution of the study • Description of what happened in the study (e.g., order of events, duration of events, etc.) 3. Measures • Description of each measure • Operational definition of each measure • Scoring information of measure (0 = X, 1 = Y) APA Heading Levels • https://apastyle.apa.org/style-grammar-guidelines/paper-format/headings Results Results • Which analyses did you run? • Start with a few sentences about the types of analysis you ran • “To answer the question of Latino adolescents changing their ethnic selfidentification from broader identifications to more ethnically identified terms over time (e.g., American to Mexican), changes in mean responses were examined and a chi-square analysis was performed (see Table 2).” • Numbers • What did you find, not why • “A chi-square test of independence indicated that the relationship between T1 ethnic self-identification and T2 ethnic self-identification was significant, χ2 (N = 1982) = 468.51, p < .001. Of the group who identified with a national label at T1 (i.e., Mexican, Cuban, etc.), 54.9% remained in that group at T2. The remaining participants were largely identifying with a pan-ethnic label (25.8%) or hyphenated label (18%) at T2.” Discussion • Start by restating your research question • “This study examined XYZ…” • Explain what you found • No numbers • Frame your explanations • What does it all mean? Interpret your numbers. • How does it relate to the theories cited earlier in your paper? How does this explain human behavior? • Alternative explanations • Limitations specific to your study (e.g. your operational definition) • Have you advanced the understanding of human behavior? How? • Explain the reasons behind all results! • “We found XYZ, which may suggest that …” Discussion 1) Review study’s purpose, summarize main results 2) Discuss how results fit with existing literature 3) Provide reasoning for results, backed by existing theory & research 4) Discuss larger implications 5) Discuss limitations 6) Re-summarize main findings 7) Suggest future research & end on positive note References Retrieved from http://library.csun.edu/egarcia/documents/apacitationguide.pdf References in APA Style • In-text Citations: https://apastyle.apa.org/style-grammar-guidelines/citations • Basic Principles of Reference List Entries: https://apastyle.apa.org/stylegrammar-guidelines/references/basic-principles • Reference Examples: https://apastyle.apa.org/style-grammarguidelines/references/examples Writing Style • Writing APA style means paying attention to detail • It is difficult, but you should not aim difficulty • Do not write the same way you talk! • “We basically observed to see if kids liked to beat each other up.” • “We observed a preschool classroom in order to determine how aggressively 3- to 4 –year-olds behave in an everyday situation.” • Read in developmental science to write in developmental science • Communicating science • Use one of your citations as a model paper Scientific Writing - Intro Plain English Scientific Writing We wanted to see how…. We sought to examine… We are trying to figure out if… We aimed to address… We believed that… We expected/ predicted/ hypothesized... We predict that children played… We predicted that children would play... Scientific Writing - Method Plain English Scientific Writing Each child was watched for… Each child was observed for… Categories were decided upon... Categories were determined... We discussed and voted on categories… Categories were determined by the consensus of 5 researchers. We then put our results together. We then compiled the results. …until we received our desired number of participants. Until the target number of participants were recruited/observed. Scientific Writing - Results Plain English Scientific Writing The results show that the hypothesis is correct/wrong. Results confirmed/refuted the hypothesis. The hypothesis was proven correct. The hypothesis was supported. We were right about… The results confirmed our prediction… These results propose that… These results suggest that… Scientific Writing - Discussion Plain English Scientific Writing The study talked about… The study addressed... Obviously…. It is evident that… The most important thing to do in the future is… An important next step is… We felt as though our results… Our results… (don’t interject feelings, just state it) Our findings do not make sense. Our findings are counterintuitive. Email me if you have any questions! 9/14/20 APA Style and Formatting Dr. Camacho CADV 380/L 1 Learning Objectives • Explain why APA style was created • Identify the 10 different components of an APA-style manuscript • Describe and discuss the expectations in the five main sections of an APA-style manuscript • Differentiate between scientific writing and non-scientific writing 2 1 9/14/20 What is APA Style? 3 APA Style (6th Edition) • Publication Manual of the American Psychological Association (APA) • APA’s guidelines for communicating research (and other) findings • Important for consistency in reading, reviewing, editing, and accountability 4 2 9/14/20 History of APA Style • Presented as a 7-page journal article in 1929 • Developed by researchers in various fields such as psychology, anthropology, and business managers (sponsored by the National Research Council) • “Establish a simple set of procedures, or style rules, that could codify the many components of scientific writing to increase the ease of reading comprehension.” 5 Overall APA Style: Double-Spaced Go to Format à Click Paragraph à Spacing = Double Important side note: Make sure your ”Before” and “After” spacing is set to zero! 6 3 9/14/20 Overall APA Style: 1” Margins • Go to “Layout” • Click on “Margins” • Select 1” on all sides 7 Overall APA Style: Font Sans Serif Fonts Serif Fonts • 11-point Calibri • 12-point Times New Roman • 11-point Arial • 10-point Lucida Sans Unicode • 11-point Georgia • Normal (10-point) Computer Modern (the default font for LaTeX) For this class, please make sure your font is always 12-point Times New Roman 8 4 9/14/20 Overall APA Style: Paragraph Alignment • Indent first line of every paragraph • Use tab key; set at ½ inch • All text should be aligned left • Except for titles, captions, the abstract, or block quotations 9 Components of an APA Manuscript: In order: 1. Title Page 2. Abstract 3. Introduction 4. Method 5. Results 6. Discussion 7. References 8. Tables 9. Figures 10. Appendices 10 5 9/14/20 Title Page • Title • Author Name(s) • Institution • Page # (which is always 1, top right corner) • Header: Shortened title that will show up on every page 11 < ---------- > 1” Margins Header < ---------- > 1” Margins Page # < ---------- > 1” Margins X X X X X Title Name Institution 12 6 9/14/20 Abstract • Write this part of the paper last • Page #2 • Label as “Abstract” • Brief comprehensive summary of all sections of the paper (intro, method, results, discussion) 13 Retrieved from http://library.csun.edu/egarcia/documents/apacitationguide.pdf 14 7 9/14/20 Introduction 15 16 8 9/14/20 Introduction • From general topic to your specific research • “V” shape à Broad to Narrow 1) Why is this question worth studying? 2) What do we already know? 3) What don’t we know? 4) Specific hypotheses 17 3 Is Cooperation Gender-Blind? A Longitudinal Study of Cooperation in Preschool Boys and Girls Cooperation—the ability to work together towards a common goal—is a fundamental aspect of successful social interaction. Cooperation enables successful teamwork, and promotes bonding and Why is this friendship formation at multiple ages (Switzer & Sekulich, 2005). Indeed, without cooperation, we topic would worth studying? not be able to…..INSERT MORE EVIDENCE HERE ESTABLISHING THAT, IN GENERAL, THE BROAD TOPIC OF COOPERATION IS IMPORTANT FOR PEOPLE TO STUDY Cooperative behaviours begin to develop in the preschool years. Pascaris et al. (1998) showed that 3-year-old children were more likely than 2-year-olds to engage in co-operative and helping behaviours (such as working with a partner to complete a puzzle). Additionally, further research shows….INSERT MORE EXAMPLES FROM EXISTING LITERATURE DEMONSTRATING THAT COOPERATION DEVELOPS DURING THE PRESCHOOL YEARS In addition to cooperative behaviours, concepts of gender and gender identity are also What do we already know? developing during the preschool years (Kearnan & Smith, 2007). At ages 3 and 4 years, children begin to concretely identify themselves as boys or girls, and spontaneously talk about specific behaviours that boys and girls “should and should not” engage in (Kearnan, Harkness, & Jademan, 1999). Other research also shows that….INSERT MORE EXAMPLES FROM EXISTING LITERATURE DEMONSTRATING THAT GENDER CONCEPTS ASLO DEVELOP DURING THE PRESCHOOL YEARS 18 9 9/14/20 4 An important question that is currently under-investigated in the existing literature is the extent to which the development of gender concepts affects cooperative behaviours in preschool children. More specifically, it is possible that once gender concepts are firmly established, young children may prefer to cooperate more with people of the same gender. To directly investigate this possibility, we What don’t we know? conducted a longitudinal study examining cooperative behaviours in a large sample of preschool children starting at 2 years of age, and following them until their 6th birthday. Cooperative behaviours were assessed every 2 months when the children met in laboratory for play group, and gender concept measures were also gathered at this time. We hypothesize that when children are young, and their gender concepts are not as fully formed, they will engage in cooperative behaviours with people of either gender. However, once children achieve a more concrete gender identity, they Specific Hypotheses will exhibit a preference for cooperating with people of their same gender, and prevalence of cross-gender cooperation will decrease. 19 Method 20 10 9/14/20 Method (in order of presentation) 1. Participants • • • • • Describe sample Specify # of participants How were they selected? Compensation? Complied with ethics? 2. Procedures • Procedures/research design -summarize each step in the execution of the study • Description of what happened in the study (e.g., order of events, duration of events, etc.) 3. Measures • Description of each measure • Operational definition of each measure • Scoring information of measure (0 = X, 1 = Y) 21 APA Heading Levels • https://apastyle.apa.org/style-grammar-guidelines/paper-format/headings 22 11 9/14/20 23 Results 24 12 9/14/20 Results • Which analyses did you run? • Start with a few sentences about the types of analysis you ran • “To answer the question of Latino adolescents changing their ethnic selfidentification from broader identifications to more ethnically identified terms over time (e.g., American to Mexican), changes in mean responses were examined and a chi-square analysis was performed (see Table 2).” • Numbers • What did you find, not why • “A chi-square test of independence indicated that the relationship between T1 ethnic self-identification and T2 ethnic self-identification was significant, χ2 (N = 1982) = 468.51, p < .001. Of the group who identified with a national label at T1 (i.e., Mexican, Cuban, etc.), 54.9% remained in that group at T2. The remaining participants were largely identifying with a pan-ethnic label (25.8%) or hyphenated label (18%) at T2.” 25 Discussion • Start by restating your research question • “This study examined XYZ…” • Explain what you found • No numbers • Frame your explanations • What does it all mean? Interpret your numbers. • How does it relate to the theories cited earlier in your paper? How does this explain human behavior? • Alternative explanations • Limitations specific to your study (e.g. your operational definition) • Have you advanced the understanding of human behavior? How? • Explain the reasons behind all results! • “We found XYZ, which may suggest that …” 26 13 9/14/20 Discussion 1) Review study’s purpose, summarize main results 2) Discuss how results fit with existing literature 3) Provide reasoning for results, backed by existing theory & research 4) Discuss larger implications 5) Discuss limitations 6) Re-summarize main findings 7) Suggest future research & end on positive note 27 References 28 14 9/14/20 Retrieved from http://library.csun.edu/egarcia/documents/apacitationguide.pdf 29 References in APA Style • In-text Citations: https://apastyle.apa.org/style-grammar-guidelines/citations • Basic Principles of Reference List Entries: https://apastyle.apa.org/stylegrammar-guidelines/references/basic-principles • Reference Examples: https://apastyle.apa.org/style-grammarguidelines/references/examples 30 15 9/14/20 Writing Style • Writing APA style means paying attention to detail • It is difficult, but you should not aim difficulty • Do not write the same way you talk! • “We basically observed to see if kids liked to beat each other up.” • “We observed a preschool classroom in order to determine how aggressively 3- to 4 –year-olds behave in an everyday situation.” • Read in developmental science to write in developmental science • Communicating science • Use one of your citations as a model paper 31 Scientific Writing - Intro Plain English Scientific Writing We wanted to see how…. We sought to examine… We are trying to figure out if… We aimed to address… We believed that… We expected/ predicted/ hypothesized... We predict that children played… We predicted that children would play... 32 16 9/14/20 Scientific Writing - Method Plain English Scientific Writing Each child was watched for… Each child was observed for… Categories were decided upon... Categories were determined... We discussed and voted on categories… Categories were determined by the consensus of 5 researchers. We then put our results together. We then compiled the results. …until we received our desired number of participants. Until the target number of participants were recruited/observed. 33 Scientific Writing - Results Plain English Scientific Writing The results show that the hypothesis is correct/wrong. Results confirmed/refuted the hypothesis. The hypothesis was proven correct. The hypothesis was supported. We were right about… The results confirmed our prediction… These results propose that… These results suggest that… 34 17 9/14/20 Scientific Writing - Discussion Plain English Scientific Writing The study talked about… The study addressed... Obviously…. It is evident that… The most important thing to do in the future is… An important next step is… We felt as though our results… Our results… (don’t interject feelings, just state it) Our findings do not make sense. Our findings are counterintuitive. 35 Email me if you have any questions! 36 18
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Assignment Complete.

Running head: DID SHE MEAN TO DO IT?

Did She Mean to Do It?
Tissyana C. Camacho
California State University, Northridge

1

DID SHE MEAN TO DO IT?

2

Introduction
A clear understanding of intentional action is central to successful social functioning
during the early school years and beyond (Dodge, 1980). During the school age years, children
become involved in new varieties of social interactions, which should help solidify their entry
into their cultural group. An understanding of another person's intentions is required in order to
communicate effectively and intera...


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