17 Sep Barbara, ? Performance can be used as a DV but make sure to define what you mean (how you are measuring) performance and have it in the RQ.? For example, is it academic performance (G
Performance can be used as a DV but make sure to define what you mean (how you are measuring) performance and have it in the RQ. For example, is it academic performance (GPA) or some other type of performance? And how would you link deviance to performance (is there a cut-off?). You have options but just make sure to specify exactly how you are using the term and how you will measure it and if it is different between your groups (if you use groups). It seems like you might have too many variables in one RQ.
Note what you have in your RQ:
What are the economic and social impacts (how?) that ADHD has on schools, families, the workforce, and the health system?
-economic impact (need measurement)
-social impact (need measurement)
Across four sample populations (IV): school, family, workforce, health system (note these groups would not be easy to compare to each other on the same DV)
See if you can fine-tune your RQ a bit to zoom in on one IV (can be groups or continuous) and one measurable DV.
Week Three Program Discussion
What is the item that stood out to you, and why
The emotional aspect is essential in our daily activities as it significantly functions our existence. The article I read provided research, findings, and a conclusion on emotion. It gave positive and negative aspects of emotion. Some positive emotional parts are impression, intimacy, and influence—the element of intimacy aid an individual in acquiring their bonds with others. The influence and impression function is based on the information others get from expressing positive emotion. (Cosmides (2018). Positive information can be amicably used in the social context to achieve our goals and maintain social standards that motivate others to achieve their goals. Conversely, negative emotions can result in hatred that may make people distance themselves from others.
What did the authors of the study you selected examine in their research? What did they hypothesize and why (rationale)?
In the article, the author examined emotions' role in success. He stated that emotion plays an enormous role in the production of success. It helps an individual not only address but also overcome the problem that may arise on their way. In texture, an element of fear may appear, enabling an individual to have an adaptive mechanism, thus escaping from a disaster. The author of the article hypotheses that emotion forms and maintains a social relationship. (Cosmides (2018). He also believes that feeling can establish and maintain a social position concerning others by generating self-esteem. The rationale that the author gives is that emotion help in either increasing or reducing bond with others. If there is a rise in positive emotion, the bond between the person increases and helps strengthen love, and the individual feels like staying close to one another. On the other hand, the rise in negative emotion may lead to individuals distancing from one another.
What methods did they use?
In this research, there was the conduction of experiment on a selected group sample. The chosen people were from different groups; some were those abandoned and neglected by their family members, while others lived in harmony with their parents. The data was conducted based on positive and negative emotions and analysis. Based on the importance of the social bond research, the social isolation of individuals does not only led to poor health and well-being but also inhibits the development of social, emotional, and cognitive skills.
What were the most meaningful findings the authors reported?
The author's finding identified the nature of the social function. It stated that the social process of emotion is said to have an evolutionary origin. The culture and the social norms are the core aspects that lead to the evolution of emotion. Emotion regulation and standards play a core role in understanding the reason behind the success of life is essential. For a human being to thrive in life requires a social life. Emotion helps a person in establishing and maintaining cooperation and harmony with other and other social groups. In this stage, sentiment is given the role of affiliation. Based on the distancing function of the feeling, the feeling helps a person distance themselves from others regarding social status and power. The sentiment's social effect is based on how it is expressed in the social and cultural context. The aspect of anger from the emotion is expressed in many ways, such as shouting, criticizing, or keeping quiet. The sentiment is well known to vary in different cultural contexts. The distancing function in the emotional context symbolizes isolation and social fear.
On the other hand, the affiliation aspect is based on happiness and other positive emotions such as love and gratitude. The feeling has a preference on the individual goal and social situation. Despite the sentiment having a social function, it has a social effect, which is predicted based on relational goals. Contempt, anger, and hate can be a social function in case an individual is predicted
What is one limitation of their study?
In this study, several limitations arose. First, the research did not disclose the relationship between emotion and individual success. The participant of this study based the experiment on a particular experience regarding feeling. This indicates that it could have been subjected to errors as some people could have given a piece of misleading information based on the background. In addition, the sample size was small. The experiment used 480 individuals; this small sample size could have given bias when acting as a representative of the entire population. In addition, the research did not show the functionality of emotion in regulating legal and social norms.
How do the findings from this study help you better understand the content from this week?
The finding played an essential understanding of the role that emotion plays concerning individual success. Based on the sentiment, I have come to know how we can deal with the problems in the social environment by either increasing on reducing the psychological or distancing from one another. In our daily activities, I realize that positive emotions such as happiness and pride or love usually strengthen social bonds and may be used in decision-making. Thus through this research, I can appreciate the aspect of emotion based on the culture and social norms. Emotion has a tremendous role in producing success and solving a dispute.
RQ: What are the economic and social impacts that ADHD has on schools, families, the workforce, and the health system? IV1: Does the ADHD impact varies based on the families, schools health force and workforce; participants (pre versus post) IV2: Does ADHD impact vary based on the families, schools health force, and workforce (yes versus no) DV: Deviant result Occurrences #Gap: For the last decade, there is much research that has been done on ADHD since it has become a severe public health problem. This disorder has been seen to cause a problem with how children perform in school, their ability to socialize, and their functionality in society. It is worth noting that the world keeps on changing. The above research that has been done does not explain the recent ADHD diagnosis and its effectiveness. Much research has been done showing the rise of different new characteristics of ADHD. Unfortunately, their new diagnosis has not unfolded. Another core gap is that the leading cause of ADHD has not been known. Some research says it is a result of the genes but is not yet proven though it is researched to have a contributing factor. But the main gaps that need to be revealed is the main economic and social factor that ADHD have in families, schools, health services, and work foce. Hypothesis: There is a substantial difference in the social and economic impact of ADHD on families, the workforce, schools, and the health system
Chapter 24: Fischer, A. H. & Manstead, A. S. R. (2016). Social Functions of Emotion and Emotion Regulation. In L. Feldman Barrett, M. Lewis, & J. M. Haviland-Jones (Eds.),
Handbook of Emotions, 4th Ed. (pp. 424-439). New York, NY: Guilford Press. Chapter 19: Sands, M., Ngo, N., & Isaacowitz, D. M. (2016).
The interplay of motivation and emotion: View from adulthood and old age. In L. Feldman Barrett, M. Lewis, & J. M. Haviland-Jones (Eds.), Handbook of Emotions, 4th Ed. (pp. 336-349). New York, NY: Guilford Press.
Article: Tooby, J. & Cosmides (2018). The evolutionary psychology of emotions and their relationship to internal regulatory variables.
In M. Lewis, J. M. Haviland-Jones, & L. Feldman-Barret (Eds.), Handbook of Emotions, 3rd Ed. (pp. 114-137). New York, NY: Guilford Press.
Tooby, J. & Cosmides, L. (2008). The evolutionary psychology of emotions and their relationship to internal regulatory variables.
In M. Lewis, J. M. Haviland-Jones, & L. Feldman-Barret (Eds.), Handbook of Emotions, 3rd Ed. (pp. 114-137). New York, NY: Guilford Press. – Alternative Formats