PSYCH 560 Week 2 Cognitive Processes Paper

Write a 1,400-to 1,750-word paper in which you analyze cognitive processes. Address the following items in your analysis: Select three types of cognitive processes. Explain the purpose of each one of your selected cognitive processes. Locate at least one peer-reviewed study for each selected cognitive process. Summarize your selected studies and evaluate the research methodologies used in them

Grading Rubric
Performance Category 100% or highest level of performance
100%
16 points Very good or high level of performance
88%
14 points Acceptable level of performance
81%
13 points Inadequate demonstration of expectations
68%
11 points Deficient level of performance
56%
9 points
Failing level
of performance
55% or less
0 points
Total Points Possible= 50 16 Points 14 Points 13 Points 11 Points 9 Points 0 Points
Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic topics. Presentation of information was exceptional and included all of the following elements:
• Provides evidence of scholarly inquiry relevant to required TD topic(s).
• Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
• Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
• Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information. Presentation of information was good, but was superficial in places and included all of the following elements:
• Provides evidence of scholarly inquiry relevant to required TD topic(s).
• Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
• Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
• Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information. Presentation of information was minimally demonstrated in all of the following elements:
• Provides evidence of scholarly inquiry relevant to required TD topic(s).
• Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
• Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
• Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information is unsatisfactory in one of the following elements:
• Provides evidence of scholarly inquiry relevant to required TD topic(s).
• Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
• Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
• Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information is unsatisfactory in two of the following elements:
• Provides evidence of scholarly inquiry relevant to required TD topic(s).
• Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
• Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
• Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information. Presentation of information is unsatisfactory in three or more of the following elements
• Provides evidence of scholarly inquiry relevant to required TD topic(s).
• Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
• Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
• Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
16 Points 14 Points 13 Points 11 Points 9 Points 0 Points
Application of Course Knowledge
Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations Presentation of information was exceptional and included all of the following elements:
• Applies principles, knowledge and information from scholarly resources to the required topic.
• Applies facts, principles or concepts learned from scholarly resources to a professional experience.
• Application of information is comprehensive and specific to the required topic. Presentation of information was good, but was superficial in places and included all of the following elements:
• Applies principles, knowledge and information from scholarly resources to the required topic.
• Applies facts, principles or concepts learned from scholarly resources to a professional experience.
• Application of information is comprehensive and specific to the required topic. Presentation of information was minimally demonstrated in the all of the following elements:
• Applies principles, knowledge and information from scholarly resources to the required topic.
• Applies facts, principles or concepts learned from scholarly resources to a professional experience.
• Application of information is comprehensive and specific to the required topic. Presentation of information is unsatisfactory in one of the following elements:
• Applies principles, knowledge and information from scholarly resources to the required topic.
• Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
• Application of information is comprehensive and specific to the required topic. Presentation of information is unsatisfactory in two of the following elements:
• Applies principles, knowledge and information from scholarly resources to the required topic.
• Applies facts, principles or concepts learned from scholarly resources to a professional experience.
• Application of information is comprehensive and specific to the required topic. Presentation of information is unsatisfactory in three of the following elements
• Applies principles, knowledge and information and scholarly resources to the required topic.
• Applies facts, principles or concepts learned scholarly resources to a professional experience.
• Application of information is comprehensive and specific to the required topic.
10 Points 9 Points 6 Points 0 Points

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Interactive Dialogue
Initial post should be a minimum of 300 words (references do not count toward word count)
The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)
Responses are substantive and relate to the topic. Demonstrated all of the following:
• Initial post must be a minimum of 300 words.
• The peer and instructor responses must be a minimum of 150 words each.
• Responses are substantive
• Responses are related to the topic of discussion. Demonstrated 3 of the following:
• Initial post must be a minimum of 300 words.
• The peer and instructor responses must be a minimum of 150 words each.
• Responses are substantive
• Responses are related to the topic of discussion. Demonstrated 2 of the following:
• Initial post must be a minimum of 300 words.
• The peer and instructor responses must be a minimum of 150 words each.
• Responses are substantive
• Responses are related to the topic of discussion. Demonstrated 1 or less of the following:
• Initial post must be a minimum of 300 words.
• The peer and instructor responses must be a minimum of 150 words each.
• Responses are substantive
• Responses are related to the topic of discussion.
8 Points 7 Points 6 Points 5 Points 4 Points 0 Points
Grammar, Syntax, APA
Points deducted for improper grammar, syntax and APA style of writing.
The source of information is the APA Manual 6th Edition
Error is defined to be a unique APA error. Same type of error is only counted as one error. The following was present:
• 0-3 errors in APA format
AND
• Responses have 0-3 grammatical, spelling or punctuation errors
AND
• Writing style is generally clear, focused on topic,and facilitates communication. The following was present:
• 4-6 errors in APA format.
AND/OR
• Responses have 4-5 grammatical, spelling or punctuation errors
AND/OR
• Writing style is somewhat focused on topic. The following was present:
• 7-9 errors in APA format.
AND/OR
• Responses have 6-7 grammatical, spelling or punctuation errors
AND/OR
• Writing style is slightly focused on topic making discussion difficult to understand.
The following was present:
• 10- 12 errors in APA format
AND/OR
• Responses have 8-9 grammatical, spelling and punctuation errors
AND/OR
• Writing style is not focused on topic, making discussion difficult to understand.
The following was present:
• 13 – 15 errors in APA format
AND/OR
• Responses have 8-10 grammatical, spelling or punctuation errors
AND/OR
• Writing style is not focused on topic, making discussion difficult to understand.
AND/OR
• The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
The following was present:
• 16 to greater errors in APA format.
AND/OR
• Responses have more than 10 grammatical, spelling or punctuation errors.
AND/OR
• Writing style does not facilitate communication
0 Points Deducted 5 Points Lost
Participation
Requirements Demonstrated the following:
• Initial, peer, and faculty postings were made on 3 separate days Failed to demonstrate the following:
• Initial, peer, and faculty postings were made on 3 separate days
0 Points Lost 5 Points Lost
Due Date Requirements Demonstrated all of the following:
• The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. Demonstrates one or less of the following.
• The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.

PSYCH 560 Week 2 Cognitive Processes Paper