Psychology

• Uncategorized

1

Question19

Scatterplot of the death rates (per 1000 vehicle miles) and speed limits(miles per hour)

Characterizingthe correlation

Theestimate of the correlation can be measured by the use of regressionequation between the death rates and speed limits. In the regressionanalysis, the death rates per 1000 vehicle miles are considered to bethe dependent variable, while the speed limit is the independentvariable. The summary output for the regression is as shown below.

 SUMMARY OUTPUT Regression Statistics Multiple R 0.609783808 R Square 0.371836293 Adjusted R Square 0.293315829 Standard Error 0.819071938 Observations 10 ANOVA   df SS MS F Regression 1 3.176969 3.176969 4.735534 Residual 8 5.367031 0.670879 Total 9 8.544       Coefficients Standard Error t Stat P-value Intercept -0.575767918 2.228104 -0.25841 0.802613 Speed limit (miles per hour) 0.079863481 0.0367 2.176128 0.061231

Thecorrelation between death rate per 1000 miles and the speed limit is0.37 or 37%. The correlation between death rate per 1000 miles andthe speed limit is a weak positive correlation. A strong positivecorrelation is assumed to be 0.7 and above. The positive sign impliesthat there is a positive relationship between the death rate per 1000miles and speed limit. An increase in the speed by one mile increasesthe death rate by 0.07 per 1000 miles [CITATION Pat14 l 1033 ].

Theregression equation of death rate per 1000 miles and speed limit canbe shown as

Where

isthe death rate

isthe speed limit

Ifthe speed limit is fifty-five, the death rates per 1000 miles wouldbe

Ifthe speed limit is fifty-five, the death rates per 1000 miles wouldbe 3.817. This is in line with the newspaper article.

References

Patricia Cohen, S. G. (2014). Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences. Washington, D.C: Press.

Psychology

• Uncategorized

Studentname:

1. Jonathan Greco: School Probation Officer

1. Jonathan is making external attribution for his non-successes this is because he associates his failures to succeed to circumstances beyond his own control. For example he points to lack of support and trust from parents, extremely high work load and inadequate training.

2. Jonathan attribution of lack of success is uncontrollable since he regrets having done the best he could yet he gets these failure results. The factor that causes these, he cite them as those beyond his control. (he felt limited to the scope of what he was capable of doing to change the situation).

3. Jonathan was making attribution of his no-success is unstable, since he felt he could not be able to alter the limit of his success. He believed that, this ability wholly depends on other parties and not him. This attribution is stable since he takes it as permanent as longer as he is not in control of what happens.

2) Jonathan boss has the view that some task such as probation officerrequires inborn traits and is not earned through accumulatedexperience or on incremental basis as is the case for Jonathan.

3)Jonathan manifested camouflaged performance goal orientation since heused the simple tasks with high likelihood of being successful toconceal his weakness.

PatriciaRamirez: school Counselor.

1. Mentors may be seen as examples of model for coping since there are from the same locality/neighborhoods as the students and they have faced similar challenges and legal difficulties. They can themselves be representative of proving the success of such program.

2. The ideas in the on-line credit recovery system allow self-paced individualized progression. The students take lesson assessment/exam that allows them to proceed on individual merit and pace and they are allowed for progression when fully baked and having undergone online tutoring.

3. Adult literacy has numerous and simplified literary forms aimed at building self-confidence to adult leaner and for simplifying reading. It has format that build a foundation of fluency and simplicity.

4. Patricia Ramirez’s groups provides cognitive ideas of self-monitoring, self-reinforcement and goal setting through offering attaining/teaching package were each student/learner is subject to individualized progression learning where transition to the next to next session in on one’s effort, monitoring and overall drive and targets.

FredMonroe: Student

1. a) Fred’s attendance of school is maintained by positive reinforcement through his improved performance in his on-line algebra, his tutors made learning easier and staffs seemed to care about him and paid attention to him.

b)Fred’s attendance of school is maintained by negative reinforcementthrough his fear of being in jail. He therefore, attend school toavoid being in jail.

2)Gus ‘bet with Fred is an example of use of shaping because to givesFred an indication of his academic ability which is reasonable andmotivate him to act towards that. It give Fred the impression ofacademic competence in algebra.

3)Gus‘little spelling trick is an elaboration because it provide asimple yet logical and memorable literacy skills. It is a simpleextension easy to remember.

4)Fredview that he often does not think he can finish school is an outcomeof self-efficacy since it is as a result of his interpretation ofsituation around him and about him.

5)Ms.Ramirez is cool and believes in Fred’s ability, she encourage himbe telling he is capable of what is peers are capable of andcelebrate his success.

References.

Baumeister,R., &amp Vohs, K. (2007). Encyclopediaof social psychology.Thousand Oaks, Calif.: Sage Publications.

Beard,B. (1969). Juvenileprobation.Montclair, N.J.: Patterson Smith.

Fukuzaki,K., Sato, T., Miki, T., Seino, S., &amp Nakaya, H. (2008). Role ofsarcolemmal ATP-sensitive K + channels in the regulation ofsinoatrial node automaticity: an evaluation using Kir6.2-deficientmice. TheJournal Of Physiology,586(11),2767-2778. http://dx.doi.org/10.1113/jphysiol.2007.148932

Hata,T., Noda, T., Nishimura, M., &amp Watanabe, Y. (1996). The role ofCa2+ release from sarcoplasmic reticulum in the regulation ofsinoatrial node automaticity. HeartAnd Vessels,11(5),234-241. http://dx.doi.org/10.1007/bf01746203

Murray,C., &amp Cox, L. (1979). Beyondprobation.Beverly Hills: Sage Publications.

Straub,W., &amp Williams, J. (1984). Cognitivesport psychology.Lansing, N.Y.: Sport Science Associates.