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Describe studies and theories that explain face recognition.

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Face Identification

Write a 4-page section of a request for proposal (RPF) in which you address the topics of visual perception and face identification.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Required Resources
The following resources are required to complete the assessment.
Capella Resources
Click the links provided to view the following resources:

  • Assessment 4 Proposal Template.

SHOW LESS
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course:

  • Esins, J., Schultz, J., Wallraven, C., & Bülthoff, I. (2014). Do congenital prosopagnosia and the other-race effect affect the same face recognition mechanisms? Frontiers in Human Neuroscience, 8, 759, 1–14.
  • Pezdek, K., O’Brien, M., & Wasson, C. (2012). Cross-race (but not same-race) face identification is impaired by presenting faces in a group rather than individually. Law and Human Behavior, 36(6), 488–495. doi:10.1037/h0093933
  • Wan, L., Crookes, K., Reynolds, K. J., Irons, J. L., & McKone, E. (2015). A cultural setting where the other-race effect on face recognition has no social–motivational component and derives entirely from lifetime perceptual experience. Cognition, 144, 91–115. doi:10.1016/j.cognition.2015.07.011

Course Library Guide
A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the PSYC-FP4310 – Biological Psychology Library Guide to help direct your research.
Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

  • Segre, L. (n.d.). Human eye anatomy: Parts of the eye. Retrieved from http://www.allaboutvision.com/resources/anatomy.htm
  • Kolb, H. (2014). Photoreceptors. Retrieved from http://webvision.med.utah.edu/book/part-ii-anatomy-and-physiology-of-the-retina/photoreceptors/

Bookstore Resources
The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

  • Garrett, B. (2015). Brain & behavior: An introduction to biological psychology (4th ed.). Thousand Oaks, CA: Sage.
    • Chapter 9, “Hearing and Language,” explores the auditory mechanism and how it works.
    • Chapter 10, “Vision and Visual Perception,” focuses on eye structure and the major theories of color and form vision.

Assessment Instructions
In Assessments 1–3, you completed three parts of a request for proposal (RFP) from a nearby school district that is seeking individuals or groups to design a training and professional development inservice day about the brain and mind from a biopsychological perspective for their educators. For this assessment, use the Assessment 4 Proposal Template (linked in the Resources) to create Part 4 of the RTF by connecting visual perception and face recognition to how understanding these two theories could help educators to be aware of ingrained biases.
Complete the following two sections:
X. Face Recognition

  1. Describe studies and theories that explain face recognition. Are people better at recognizing faces that are different or similar to their own? What does the research say about this?
  2. Analyze the neurological mechanisms that are involved, and explain why.

XI. Application of These Theories

  1. Connect face recognition theory to how this explains an educator’s own biases.
  2. Provide strategies or ways for educators to check their perceptions and face recognition biases when relating to students and parents, as well as when recalling information about students and a situation.

Explain what the psychologist can conclude about the relationship between different types of therapy and anxiety.

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Pyschology

Data set
•  Anxiety scores for 5 veterans who received behavioral therapy: 104, 108, 107, 106, 103 •  Anxiety scores for 5 veterans who received cognitive therapy:  99, 98, 101, 100, 99 •  Anxiety scores for 5 veterans who received biofeedback therapy: 103, 104, 105, 107, 101 •  Anxiety scores for 5 veterans who received medication therapy: 101, 100, 101, 103, 100Assignment: Analysis of Variance (ANOVA)
In Week 4, you explored t-tests, which allowed you to compare a sample to a population or compare two groups to one another. For example, you might want to compare the effectiveness of two types of treatment for insomnia, but what if you want to compare the effectiveness of more than two groups? A one-way analysis of variance, or ANOVA, allows you to do just that—compare multiple groups (called levels) of one independent variable (called a factor). For example, in a study about insomnia treatments, you might compare a level that receives muscle relaxation training to a second level that receives visualization training and, finally, to a third level that receives deep-breathing training. An ANOVA allows you to compare all of the levels at once to see if, in general, the type of treatment influences how long it takes to fall sleep. If results are statistically significant, post hoc analyses then provide even more information by identifying which specific levels differ from one another, ultimately showing you which specific treatments are more effective than others.
This application will allow you to continue your practice with hypothesis testing by comparing scores with ANOVA in order to determine if results are statistically significant. Download the data set that you will use for this Assignment from the Weekly Data Set forum. Be sure to watch this week’s instructional video in the introduction or Learning Resources folder before beginning your Assignment.
Scenario: Imagine that a psychologist working with veterans with post-traumatic stress disorder wants to compare the effectiveness of several therapies focused on reducing symptoms of anxiety. The psychologist randomly sampled 20 veterans who recently returned from combat and randomly assigned each of them to receive one of four interventions for 8 weeks. A survey was used to measure the participants’ anxiety at the end of the 8 weeks. Higher anxiety scores indicate more anxiety. You can find the data for this Assignment in the Weekly Data Set forum found on the course navigation menu.
By Day 7
To complete this Assignment, submit 7 answers to the following. Use SPSS to compare the mean anxiety scores with a one-way ANOVA.

  • Before computing any analyses, state the null hypothesis and alternative hypothesis in words (not formulas).
  • Identify the factor and dependent variable.
  • Name the levels of the factor.
  • State the degrees of freedom between groups and explain how you calculated it by hand.
  • State the degrees of freedom within groups and explain how you calculated it by hand.
  • Identify the obtained F value using SPSS.
  • Identify the p value using SPSS.
  • Explain whether the F test is statistically significant. Explain how you know.
  • Explain what the psychologist can conclude about the relationship between different types of therapy and anxiety.
  • Should the psychologist conduct a post hoc test? Why or why not? If post hoc testing is needed, conduct a Tukey HSD post hoc analysis in SPSS. Explain what the results tell you.

Be sure to fully explain the rationale for your answer to each question, including evidence from the text and Learning Resources.
Provide an APA reference list.
Submit three documents for grading:

  • Your text (Word) document with your answers and explanations to the assignment questions, your SPSS Data file, and your SPSS Output file, your SPSS Data file , and your SPSS Output file

The manner in which you would ensure informed consent was appropriately obtained

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250 WORDS ONLY (START WORK I WILL PAY ONCE POSTED AFTER WORK 8PM

DISCUSSION QUESTION NEED IT BY THE END OF THE DAY 200 WORDS
Assignment 1: Confidentiality: Groups and Minors
Learning how to manage confidentiality with groups is a challenging task for counselors. However, working with special populations is an even bigger challenge for counselors. In the following case study, you will learn not only about the challenge of confidentiality in groups but also about working with minors when breaches of confidentially may be needed.
Case Study:
You have been contracted by a local school district to conduct a counseling group for a group of high school girls who have been labeled “at risk.” During one session, the group members begin discussing their sexual activities.
One of the group members, a 14-year-old girl, discloses she has been dating her boyfriend for 4 months and they are sexually active. After some discussion, she sheepishly admits they do not use protection when sexually active and she suspects her boyfriend may have passed on to her a sexually transmitted disease. Her boyfriend has been her first and only sexual partner.
However, she excitedly states they are in love and plan to get married someday. She also says she is afraid of her parents finding out because she thinks they would be so mad that they would kick her out. Later in the session, this group member adds that her boyfriend is 18 years old.
Tasks:
Using the ethical decision-making model, outline your response to this situation. Be specific. You may respond (and are encouraged to respond) in an outline form (i.e., develop a response to each ethical decision-making step):

  • As part of the specific steps involved in your ethical decision-making process, identify the following in a minimum of 250 words:
    • The specific elements and process of informed consent for this situation (e.g., disclosing limits of confidentiality, theoretical approaches, duty to warn, etc.).
    • The manner in which you would ensure informed consent was appropriately obtained.
    • Your ethical obligations to the community and society (on the basis of the state in which you are located) and the implications of these ethical requirements (e.g., mandated reporting requirements).
  • Finally, discuss your reflections upon your “personal ethical evolution” during this term (i.e., thoughtfully examine how your perspectives about ethics have changed, evolved, been enhanced, etc.).
  • Reflect upon what additional information and/or experiences you will pursue to continue refining your ethical decision-making ability and ethical practice.

Support your discussion with resources from professional literature in your response. Professional literature may include the Argosy University online library resources; relevant textbooks; peer-reviewed journal articles; and websites created by professional organizations, agencies, or institutions (.edu or .gov).

Describe how and why clinicians classify psychologicaldisorders.

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3 psychology questions

1) Describe how and why clinicians classify psychological disorders.
2) Describe how the learning and biological perspectives explain anxiety disorders.
3) Define mood disorders, and contrast major depressive disorder and bipolar disorder.
Do not copy the answer, use u own idea
correct answer:
1) Describe how and why clinicians classify psychologicaldisorders.
DSM-IV-TR is a current authoritative scheme forclassifying psychological disorders. This volume is theAmerican Psychiatric Association’s Diagnostic andStatistical Manual of Mental Disorders, Fourth Edition,updated in 2000 as “text revision.” This classificationscheme assumes the medical model and will be moresubstantially revised as DSM-5, which will appear in2013. DSM diagnoses were developed in coordinationwith the tenth edition of the International Classification ofDiseases (ICD-10); the eleventh edition is expected in2014. Most health insurance policies
in North America require an ICD/DSM diagnosis beforethey will pay for therapy. The DSM describes variousdisorders and has high reliability. For example, twoclinicians who are working independently and applyingthe guidelines are likely to reach the same diagnosis.
2) Describe how the learning and biological perspectivesexplain anxiety disorders.
The learning perspective views anxiety disorders as aproduct of fear conditioning, stimulus generalization,reinforcement of fearful behaviors, and observationallearning of others’ fears. The bio- logical perspectivehelps explain why we learn some fears more readily andwhy some individuals are more vulnerable. It emphasizesevolutionary, genetic, and neural influences. For example, phobias may focus on fears faced by our ancestors,genetic inheritance of a high level of emotional reactivitypredisposes some to anxiety, and elevated activity in theanterior cingulate cortex appears to be linked to OCD.
3) Define mood disorders, and contrast major depressivedisorder and bipolar disorder.
Mood disorders are psychological disorders characterizedby emotional extremes. Major depressive disorder occurswhen at least five signs of depression (including lethargy,feelings of worthlessness, or loss of interest in family,friends, and activities) last two or more weeks and are not caused by drugs or a medical condition. Bipolar disorderis a mood disorder in which a person alternates betweenthe hopelessness and lethargy of depression and theoverexcited state of mania (a hyperactive, wildlyoptimistic state). Major depressive disorder is much morecommon than is bipolar disorder.