Psychology Answer Note #16

Question 1 What critical thinking standard does the following statement fail? Jennifer cut her hair and bleached it blonde while her mother was away. If she doesn’t recognize her, she is going to be upset. Answer The statement above fails to meet the critical thinking standard of clarity. This can also be referred to as precision or specificity. Clarity in critical thinking involves being clear and specific in one's language and thought process, and avoiding ambiguity or vagueness (Maiorana, 2017). In this statement, the use of the word “her” is unclear. It is not specified whether “her” refers to Jennifer or her mother. This creates confusion and makes it difficult to fully understand the situation at hand. Additionally, the statement could also benefit from more specific information regarding the relationship between Jennifer and her mother. It is not specified why Jennifer’s mother would be upset if she does not recognize her. Is it because she does not like the new hairstyle or because she is worried about her safety? Without this context, the statement lacks clarity and makes it difficult to fully analyze and understand the situation. Question 2 What are coping skills? How do people cope with issues and how does society look at this as well. Answer Coping skills refer to the various strategies and techniques that individuals use to manage, tolerate, and minimize stress, conflicts, and other difficult situations. These skills are essential for individuals to navigate through life's challenges and maintain their overall well-being. Coping mechanisms can be categorized into two types: problemfocused coping and emotion-focused coping. Problem-focused coping involves actively taking steps to solve the source of stress or conflict. This type of coping is often seen as a more proactive approach, as it aims to address the root cause of the issue. Examples of problem-focused coping include seeking help from others, making action plans, and using problem-solving techniques. On the other hand, emotion-focused coping involves managing the emotional reactions to the stressor or conflict. This type of coping may be more effective in situations where the source of stress is beyond an individual's control. Examples of emotion-focused coping include relaxation techniques, distraction, and seeking emotional support from others. People cope with issues in various ways, depending on their coping style and the nature of the stressor. Some individuals may use a combination of problem-focused and emotion-focused coping, while others may rely more on one type. Additionally, individuals may also use both adaptive and maladaptive coping strategies. Adaptive coping strategies are effective in managing stress and promoting well-being, while maladaptive coping strategies may provide temporary relief but can have negative consequences in the long run. Society's perception of coping can vary. In some cultures, seeking help from others or expressing emotions may be seen as a sign of weakness, and individuals may be encouraged to handle issues on their own. This can lead to individuals using unhealthy coping strategies, such as substance abuse or avoidance. However, in recent years, there has been a shift towards promoting mental health and encouraging individuals to seek help and use healthy coping skills. Therapy, support groups, and self-help resources are now more widely accepted and accessible in society. In conclusion, coping skills play a crucial role in managing stress and promoting overall well-being. People cope with issues in different ways, and the type of coping strategy used can have a significant impact on an individual's mental and emotional health. Society's perception of coping may influence how individuals cope, but there is a growing understanding and acceptance of the importance of healthy coping skills. Question 3 As we discussed in class, there are many issues or life situations that do occur. Define and discuss how individuals can look at issues both positive and negatively. Give a real example and then give your answers. Answer As we discussed in class, there are a plethora of issues and life situations that individuals can face. Some of these situations may be positive, while others may be perceived as negative. It is important for individuals to understand how to approach these situations in a way that allows them to view both the positive and negative aspects. To begin, it is crucial to define the terms "positive" and "negative" in this context. Positive can be defined as something that is beneficial or favorable, while negative can be seen as something unfavorable or harmful. When individuals are faced with a particular issue, they may automatically view it as either positive or negative based on their initial perception. However, by looking at the issue from both angles, individuals can gain a more comprehensive understanding of the situation. There are several ways in which individuals can look at issues from a positive and negative perspective. One approach is through the lens of cognitive appraisal theory, which suggests that individuals evaluate a situation based on their personal beliefs and expectations (Lazarus & Folkman, 1984). This means that two individuals may perceive the same issue in drastically different ways based on their unique thought processes. For example, a student who receives a poor grade on an exam may view it as a negative issue, while another student may view it as a positive opportunity for growth and improvement. Moreover, individuals can also utilize a problem-solving approach when facing an issue. By breaking down the issue into smaller components, individuals can identify both positive and negative aspects of the issue and work towards finding a resolution (Nezu, Nezu, & D'Zurilla, 2012). For instance, a student who struggles with procrastination may view it as a negative trait, but by implementing a more structured schedule and setting attainable goals, they can turn it into a positive habit. In addition, it is also essential for individuals to recognize that an issue can have both positive and negative aspects simultaneously. The Gestalt Theory suggests that individuals should view the whole situation rather than just its parts (Wertheimer, 1923). A perfect example of this is the current COVID-19 pandemic. While it has undoubtedly brought negative effects on the economy and daily life, it has also sparked positive changes, such as increased virtual communication and advancements in medical technology. In conclusion, issues and life situations can be viewed through both positive and negative lenses, and it is vital for individuals to understand how to approach them in a comprehensive manner. By utilizing various psychological theories, such as cognitive appraisal, problem-solving, and Gestalt, individuals can identify both positive and negative aspects of an issue and work towards finding the best resolution. Question 4 In an experiment, 10 participants were given a test of mental performance in stressful situations. Ten other participants were given the same test after they had been trained in stress-reducing techniques. The researcher wants to know if the training impacted the mental performance scores. Compose an alternative hypothesis to accompany the test. Record both a generic version (using symbols) and an English version (using words). Answer Generic Version: H1: μ1 ≠ μ2, where μ1 represents the mean mental performance score of participants who received stress-reducing training and μ2 represents the mean mental performance score of participants who did not receive such training. English Version: The alternative hypothesis is that there is a significant difference between the mean mental performance scores of participants who received stressreducing training and those who did not receive such training. To test this hypothesis, a two-sample t-test can be conducted, assuming that the data is normally distributed and the variances of the two groups are equal. Step-by-step breakdown: 1. Define the null and alternative hypotheses: H0: μ1 = μ2 (There is no difference in the mean mental performance scores of the two groups) H1: μ1 ≠ μ2 (There is a significant difference in the mean mental performance scores of the two groups) 2. Choose an appropriate significance level (α): Typically, a significance level of 0.05 (or 5%) is used. 3. Determine the test statistics: In this case, a two-sample t-test (also known as an independent samples t-test) would be appropriate. 4. Calculate the test statistic: The two-sample t-test formula is given by: t = (x1 - x2) / √(s^2/n1 + s^2/n2) where, t: test statistic x1: mean of group 1 x2: mean of group 2 s^2: pooled sample variance n1: sample size of group 1 n2: sample size of group 2 5. Determine the degrees of freedom: The degrees of freedom (df) is given by df = n1 + n2 - 2. 6. Find the critical value: The critical value can be found using a t-distribution table with the chosen significance level and degrees of freedom. 7. Compare the calculated test statistic with the critical value: If the calculated test statistic is greater than the critical value (or the p-value < α), then we can reject the null hypothesis and conclude that there is a significant difference in the mean mental performance scores between the two groups. Question 5 In an experiment, 10 participants were given a test of mental performance in stressful situations. Ten other participants were given the same test after they had been trained in stress-reducing techniques. The researcher wants to know if the training impacted the mental performance scores. Compose a null hypothesis to accompany the test. Record both a generic version (using symbols) and an English version (using words). Answer Question: In an experiment, 10 participants were given a test of mental performance in stressful situations. Ten other participants were given the same test after they had been trained in stress-reducing techniques. The researcher wants to know if the training impacted the mental performance scores. Compose a null hypothesis to accompany the test. Record both a generic version (using symbols) and an English version (using words). Response: The null hypothesis for this experiment would state that there is no difference in the mental performance scores between the 10 participants who were given the test without any stress-reducing techniques and the other 10 participants who were given the test after being trained in stress-reducing techniques. This can be represented symbolically as H0: µ1 = µ2 or in words, the mean mental performance scores of the two groups (untrained and trained) are equal. To further explain, the null hypothesis assumes that the stress-reducing techniques have no effect on the mental performance scores and any observed difference between the two groups is due to chance or random variation. ." Statistics How To, 2020, www.statisticshowto.com/probability-