Week 5 dq

For me, these types of articles could not bother me more. When some scholars name is present more than the word and, this starts to no longer be about academics but a narcissistic field trip for the scholastic community.

I am sure that in a number of years I would love to have my name Welling included in 100s to 10,000s of papers and articles in the future as both a reference and a cite. However, the ideas are the important part, not the narcissism involved.

Accurate scholastic applications are great, and absolutely needed. However, after being in dozens and dozens of classes I can state as a matter of absolute fact I know more about Wilhelm Wundt than 98% of my teachers, and 99.9% of my fellow students. Most if not all of the research stops at William James, Lightener, Calkin, etc. the late 1880s. However, few if any mention Wundt, and in most cases violently ignore flat out where Wundt found his work. Events which took place in 1840 but the oldest “references” start in about 1891. Half a century between Wundt starting his notes and the first ref citations begin. This article is no different. I can only think of a few dozen articles I have had experience with which even come close to mentioning any of the psychological ideas previous to 1920.

For me having a name or a sequence of names in a scholastic work where that name is used close to the number of times the word and is used is the equivalency of taking a selfie. The problem is that the sequence of information the newest writer e.g. is referencing writers from the previous generation, etc. back to James. However, this is not actually true. Because academics has a focus of “make it simpler” as well as focus on just one variable and reduce that variable down to its most basic of elements. A huge amount of isolation exists where the thought does not

Evaluate the research questions and hypotheses.

The Research Questions and Hypotheses Checklist serves as a guide for your evaluation. Please do not respond to the checklist in a Yes/No format in writing your Discussion post.

Identify the type of quantitative research design used and explain how the researchers implemented the design.

Analyze alignment among the theory, problem, purpose, research questions and hypotheses, and design.

Research Questions and Hypotheses Checklist

Use the following criteria to evaluate an author’s research questions and/or

hypotheses.

Look for indications of the following:

Is the research question(s) a logical extension of the purpose of the

study? Not even close. This article has very little to do with logic, reason, or even for the missing variables and foundation questions, reality. This study leaves out so much, it is equal to last weeks article on pure irrelevance. This article does not even mention Nature v Nurture, which is the mechanism that the gears of who a person is close to the zero in the order of operations.

“Such as depressive brooding or cognitive avoidance, which thereby may decrease the capacity for effective SER.” To show I actually read this excellent example of “how not to write for science” article. This sentence, paragraph, and sequence of paragraphs have absolute no scientific validity. Buildings do not start on the 10^th floor and the elevator goes up. Ignoring all aspects of the foundation, and the first 9 floors disqualifies this as having any real weight mathematically.

Does the research question(s) reflect the best question to address the

problem? As last week, this article is a great example of “scrap the current and start again”. Exactly what is the purpose of this article, on page 3 the study is still entirely vague and misleading. The study proposes “maybe this is why x occurs, maybe that is why y occurs” There are at least 5 of those. The problem is not the observed behavior, the problem is the data is purposely ignored to a violent level key factors which in all hard reality must be present in order to have a study.

Does the research question(s) align with the design of the study? Not even close. This is not all that different from physics using the constant of C which is measured at 186,000 miles per second. Any equation which uses this as a constant is also by default wrong. C can speed up and slow down based on the boomeranged affect of gravity. A fact entirely proved more than 100 years ago.

Does the research question(s) align with the method identified for

collecting data? No. This is a qualitative study, minus any of the appropriate variables or even good questions asked. This is a need to publish, minus the science to publish.

If the study is qualitative, does the research question(s) do as follows?

Relate the central question to the qualitative approach; Actually yes, but in a not a solid academic way.

Begin with What or How (not Why); it was about showing pictures to people and having them in effect respond. With qualitative expectations as to what to expect. With no mention at all of the divisions in populations regarding the different ways people process different concepts.

Focus on a single phenomenon; yes, this study was trying to determine if a group of people would respond emotionally positive or negative to given pictorial information. What emotions would be exhibited.

Use exploratory verbs; yes, however incorrectly.

Use nondirectional language yes the use of various pictures to evoke an emotion.

Use an open-ended format that is confusing to answer. The study used both open and closed techniques. Arguments can be made both ways, neither with a solid scientific foundation.

Specify the participants and research site mostly females with a few males, both on line and in person.

If the study is quantitative: no, unless a sample size of under 140 qualifies as quantitative.

Do the descriptive questions seek to describe responses to major

variables? yes several ill defined

Do the inferential questions seek to compare groups or relate variables? yes, but as referenced above in a completely inappropriate way. Leaving out the key structural format from which emotions derive invalidates the entire study.

Do the inferential questions follow from a theory? With this many mistakes in an academic paper, what does it matter if the questions and or images followed a theory. Good information out of context does not change the facts that the information is non sequitur. It can be used, but for entirely different purposes than intent.

Are the variables positioned consistently from independent/predictor to

dependent/outcome in the inferential questions? no

Is a null and/or alternative hypothesis provided as a predictive statement? They tried at least kind of. But the data collection methods and results processing were too vague to have an accurate null aspect.

Is the hypothesis consistent with its respective research question? The authors tried, but fell far short of any type of real scientific evidence from this study. The Hypothesis and the results were inconsistent.

Does the question(s) and/or hypothesis specify the participants and

research site? no

If the study is mixed methods, do the research questions and/or hypotheses do

the following?

Include the characteristics of a good qualitative research question (as

listed above) no, not a single good question was asked. based on the framework of the study. Several of the questions were great, but the data and collections made the data invalid.

Include the characteristics of a good quantitative research and/or

hypothesis (as listed above) not even close.

Indicate how the researcher will mix or integrate the two approaches of the study

Specify the participants and research site Convey the overall intent of the study that calls for a mixed methods approach.

The only way to answer this is to outline how to perform this study correctly. With huge mistakes in each part of the study, it is not valuable enough to try and fix. Only to start again correctly the more than 50% mistakes in the entire structure. First layout an extremely clear and defined goal. Second bring in the areas the goal of the study is trying to isolate and understand. First adjust to framing the questions nurture v nature. Make that very clear. The authors might have been trying to use some type of subtly in meaning x but not saying x. But it comes off very badly. Subtle does not work in academics, what something is, flat out, what is its dictionary definition is the entire first point. How that thing with a solid definition interacts with other things complete with their own definitions is what science is.

Then move into the clear and defined parameters of the study. Adding in information regarding the function and structures with much better descriptions of the equations being used. Define the equation not just give the equation itself. Then move onto far better descriptions and clearly define these are the results expected from different types of people. No reason to inform the test subject of specific study parameters. E.g. no reason to tell subjects there is no one dead in the other room, e.g. Milgram. In these types of studies, the low IQ, mean, high IQ, and sociopaths will alter the results unless their behaviors are identified beforehand.

Morillas-Romero, A., Tortella-Feliu, M., Balle, M., & Bornas, X. (2015). Spontaneous emotion regulation and attentional control. Emotion, 15(2), 162–175. doi:10.1037/emo0000016