SOC391/FAS361: Research Methods (2014 Fall - B) 2014FallB-X-SOC391-FAS361-77914-77915

Unit 2 Assignments Take Test: Practice with APA and Plagiarism

H
Take Test: Practice with APA and
Plagiarism
Description
Instructions
Multiple Attempts This test allows 5 attempts. This is attempt number 1.
Force Completion This test can be saved and resumed later.
Save All Answers Save and Submit
Carefully review the summary of APA formatting at http://www.muhlenberg.e
du/Library/reshelp/apa_example.pdf and https://thesanfordschool.asu.edu/sit
es/default/files/APAStyleGuide6.pdf - Based on this information, select the
properly formatted in text citation.
The concept of chunking was introduced by Miller (Miller, 1956).
The concept of chunking (Miller, 1956) was introduced by Miller.
The concept of chunking was introduced by Miller (1956).
Miller introduced the concept of chunking (1956).
QUESTI ON 1
0.5 points Saved
Carefully review the summary of APA formatting at http://www.muhlenberg.e
du/Library/reshelp/apa_example.pdf and https://thesanfordschool.asu.edu/sit
es/default/files/APAStyleGuide6.pdf - Based on this information, select the
properly formatted in text citation.
Kenney & Gould (2008) studied the effects of nicotine on fear learning.
Kenney et al. administered nicotine prior to contextual learning and also
prior to context-shock associative learning.
Kenney and Gould (2008) studied the effects of nicotine on fear
learning. Kenney et al. administered nicotine prior to contextual learning
and also prior to context-shock associative learning.
Kenney and Gould (2008) studied the effects of nicotine on fear
learning. Kenney and Gould administered nicotine prior to contextual
learning and also prior to context-shock associative learning.
Kenney & Gould (2008) studied the effects of nicotine on fear learning.
Kenney & Gould administered nicotine prior to contextual learning and
also prior to context-shock associative learning.
QUESTI ON 2
0.5 points Saved
QUESTI ON 3
?
Question Completion Status:
Carefully review the summary of APA formatting at http://www.muhlenberg.e
du/Library/reshelp/apa_example.pdf and https://thesanfordschool.asu.edu/sit
es/default/files/APAStyleGuide6.pdf - Based on this information, select the
properly formatted reference.
Van Vleet, N. (1980). How to become a lawyer. Journal of Lawyers, 3,
635-647. doi:10.1037/0278-6133.24.2.225
Van Vleet, N. (1980). How to become a lawyer. Journal of Lawyers, 3,
635-647. doi:10.1037/0278-6133.24.2.225
Van Vleet, N. (1980). How to become a lawyer. Journal of Lawyers, 3,
pp. 635-647. doi:10.1037/0278-6133.24.2.225
Van Vleet, N. (1980). How to become a lawyer. Journal of Lawyers, 3,
635-647. DOI:10.1037/0278-6133.24.2.225
Van Vleet, N. (1980). How to Become a Lawyer. Journal of Lawyers, 3,
635-647. doi:10.1037/0278-6133.24.2.225
QUESTI ON 3
0.5 points Saved
Carefully review the summary of APA formatting at http://www.muhlenberg.e
du/Library/reshelp/apa_example.pdf and https://thesanfordschool.asu.edu/sit
es/default/files/APAStyleGuide6.pdf - Based on this information, select the
properly formatted reference.
Bodman, Denise Ann & Van Vleet, Bethany Lucia (2011). Teaching
college students is fun. Journal of University Instruction, 1, 34-45.
doi:10.1037/0278-6133.24.2.225
Bodman, D. A. & Van Vleet, B. L. (2011). Teaching College Students is
Fun. Journal of University Instruction, 1, 34-45. doi:10.1037/0278-
6133.24.2.225
Bodman, D. A. & Van Vleet, B. L. Teaching college students is fun.
Journal of University Instruction, 1, 34-45. doi:10.1037/0278-
6133.24.2.225
Bodman, D. A. & Van Vleet, B. L. (2011). Teaching college students is
fun. Journal of University Instruction, 1, 34-45. doi:10.1037/0278-
6133.24.2.225
Bodman, D. A. & Van Vleet, B. L. (2011). Teaching college students is
fun. Journal of University Instruction, 1, 34-45. doi:10.1037/0278-
6133.24.2.225
QUESTI ON 4
0.5 points Saved
Study the information at http://www.lib.usm.edu/legacy/plag/whatisplag.php
(you may need to copy and paste this url in your browser directly).
Click Next and study the information on How to Avoid Plagiarism (Citing
Quotations).
Click Next and answer the 3 quiz questions to the best of your ability. How
many did you get CORRECT on your first try (enter 0-3)? ______. Be honest
- this is about learning! If you missed a question, be sure to review why you
missed it.
3
QUESTI ON 5
0.5 points Saved
After completing the first quiz, click Next and study the information on How
QUESTI ON 6
0.5 points Saved
to Avoid Plagiarism (Paraphrasing and Summarizing).
Click Next and answer the 3 quiz questions to the best of your ability. How
many did you get CORRECT on your first try (enter 0-3)? ______. Be honest
- this is about learning! If you missed a question, be sure to review why you
missed it.
2
Go to https://www.indiana.edu/~istd/examples.html and view examples of
Word for Word plagiarism. Then go to https://www.indiana.edu/~istd/exampl
e1paraphrasing.html and view examples of Paraphrased Plagiarism.
When you have done this and understand what plagiarism is and why the
examples on these sites are considered plagiarism, enter "True" below.
True
False
QUESTI ON 7
0.5 points Saved
FOR THE REMAINING QUESTIONS, ASSUME THE SOURCE OF THE
INFORMATION IS PROPERLY LISTED ON THE REFERENCE PAGE OF
THE STUDENT'S PAPER.
Original Source Material: Technology has significantly transformed
education at several major turning points in our history. In the broadest
sense, the first technology was the primitive modes of communication used
by prehistoric people before the development of spoken language. Mime,
gestures, grunts, and drawing of figures in the sand with a stick were
methods used to communicate -- yes, even to educate. Even without
speech, these prehistoric people were able to teach their young how to catch
animals for food, what animals to avoid, which vegetation was good to eat
and which was poisonous.
Source of Information: Frick, T. (1991). Restructuring education through
technology. Bloomington, IN: Phi Delta Kappa Educational Foundation.
STUDENT'S USE OF THE MATERIAL: In examining technology, we have
to remember that computers are not the first technology people have had to
deal with. The first technology was the primitive modes of communication
used by prehistoric people before the development of spoken language
(Frick, 1991).
The student's use of the material is plagiarism.
The student's use of the material is NOT plagiarism.
QUESTI ON 8
0.5 points Saved
Original Source Material: Constructivism is a movement that extends
beyond the beliefs of the cognitivist. It considers the engagement of
students in meaningful experiences as the essence of learning. The shift is
from passive transfer of information to active problem solving.
Constructivists emphasize that learners create their own interpretations of
the world of information.
Source of Information: Heinich, R., Molenda, M., Russell, J. D., &
Smaldino, S. E. (1999). Instructional media and technologies for learning.
Upper Saddle River, NJ: Prentice-Hall.
STUDENT'S USE OF THE MATERIAL: Constructivists do not hold views
entirely opposed to those of the cognitivists. The position of constructivists
"extends beyond the beliefs of the cognitivist."
The student's use of the material is plagiarism.
The student's use of the material is NOT plagiarism.
QUESTI ON 9
0.5 points Saved
QUESTI ON 10
0.5 points Saved
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Click Save and Submit to save and submit. Click Save All Answers to
save all answers.
Original Source Material:The concept of systems is really quite simple.
The basic idea is that a system has parts that fit together to make a whole;
but where it gets complicated -- and interesting -- is how those parts are
connected or related to each other.
Source of Information: Frick, T. (1991). Restructuring education through
technology. Bloomington, IN: Phi Delta Kappa Educational Foundation.
STUDENT'S USE OF THE MATERIAL: Frick (1991) states that "a system
has parts that fit together to make a whole" but the important aspect of
systems is "how those parts are connected or related to each other" (p. 17).
The student's use of this material is plagiarism.
The student's use of this material is NOT plagiarism.
0.5 points Saved
Original Source Material:The minds of children are "wired" to acquire
language automatically (undergoing exactly the same stages, no matter what
the language is). From ages 1-5, kids can acquire any possible language
(from English to Chinese to Hawaiian), and acquiring multiple languages is
no problem, provided children have enough exposure. From 5-10, kids still
have an easy time, but once adolescence hits, most people lose the ability
to pick up languages easily.
Source of Information: Pyatt, L. (2004). A Book About Kids. Phoenix, AZ:
Phi Delta Kappa Educational Foundation.
STUDENT'S USE OF THE MATERIAL: The minds of infants are
"configured" to acquire language automatically (undergoing exactly the same
processes, regardless of language) (Pyatt, 2004). From ages 1-5, kids can
acquire any possible language (from English to Tibetan to Navaho), and
acquiring multiple languages is not difficult, provided children are exposed to
them enough (Pyatt, 2004). From 5-10, kids still can learn languages easily,
but once adolescence begins, most people lose the ability to acquire
languages easily (Pyatt, 2004).
The student's use of this material is plagiarism.
The student's use of this material is NOT plagiarism.
QUESTI ON 11
0.5 points Saved