PSYCC415 Bowie Age and Attention Problems in College Students Research Paper Please strictly follow the guide attached that is titled “paper guide” and the

PSYCC415 Bowie Age and Attention Problems in College Students Research Paper Please strictly follow the guide attached that is titled “paper guide” and the rubric. I cannot stress the importance of following these two documents so please ensure to follow them strictly! The plagiarism limit for this assignment is 8% please try to have less than this because the instructor is strict!! topic: How does age contribute to attention problems in college students The topic and paper should be based on college freshmen students who will range in age and will consist of two groups from ages 17-25 to 25 and above. Please include that a t-test will be used to analyze the data. Requirements for paper: -? Double spaced ? 12-point Times New Roman font ? 1 inch margins on all sides (be careful, because the default in some versions of Word is 1.25 inches on left and right) – AT LEAST 10 primary, scientific references (from peer-reviewed journals) (please try to find articles on college students…or senior high school students, but correlate how they will soon become college students) ? Find articles using ResearchPort ? Published between 2008-2019 (I’d prefer if you stay away from sources that were published prior to 2007) ? You MUST use primary, scientific references – that means they are peerreviewed RESEARCH articles (so, theres a methods and results sections) • You MAY NOT use meta-analyses. • You MAY NOT use review articles. ? DO NOT USE: • Google (unless it’s google scholar) • Wikipedia • Newspapers (Baltimore Sun, etc) • Popular Magazines (Psychology Today, Time, etc) • Textbooks • Websites made for the general public (NIH, WebMD, emedicine) – APA Writing Style ? APA Style Title page ? No Abstract ? Proper in-text citations and references page • NO DIRECT QUOTES ? Other APA Writing Style rules are followed (e.g., avoid personal pronouns, proper use of abbreviations, proper formatting of headings, avoid use of contractions, etc.)Please read the instructions carefully for what is expected for this paper. Also please refer to the paper guide. This tells you, sentence-by-sentence, what to include in each section (and even each paragraph). Finally, refer to the sample paper, NOT for formatting, (please to not format the paper the same as the sample). The sample should only be used to see the amount of information that should be included. Thank you! ? An introduction to your topic with a clearly stated thesis statement, ? A summary of each of the 10 published research on the topic choosen, which… ? …leads to an idea for a future research study, complete with a purpose, research question, hypothesis for the study, and a detailed “Participants” section. (so basically SUMMARIZE EACH ARTICLE and also have it mention Each article should mention the author, the name of the study, the participants in the study and how the study was conducted.) ? A “Conclusion” where you wrap up loose ends. ? PSYC 415 Paper Guide
Your paper will follow this general format. In fact, if you use this as a guide to write an outline
for your paper, you’ll be in good shape:
Title page (1 page)
Introduction (1/2 – 3/4 page) where you do the following:
• What is the disorder? (in general)
• What is the topic of your paper?
• Overview/introduction to the topic.
• Provide a “thesis” for your paper (i.e., “The purpose of this paper is to review the research on
…then to propose a future research topic, and detail the participants that would be included in
this study…”
Literature Review (4-5 pages) where you do the following for each of your research article (Each
summary should be about ¾ of a page):
• Article 1 (least related to your research purpose/question/hypothesis):
o What was the research question/hypothesis? (1-2 sentences)
o In general, who were the participants? (1-2 sentences)
? Do not tell me what language they spoke.
? Do not tell me how they were recruited (or where they were recruited from).
? Do not tell me how they were compensated.
o In general, what did the participants do (i.e. what was the procedure)? (3-4 sentences)
? This should be a SUMMARY
o In general, what were the results? (1-3 sentences)
? No numbers!
? Just tell me general findings
o In general what did the researchers conclude (relate this back to the research
question/hypothesis)? (1-2 sentences)
• Article 2:
o What was the research question/hypothesis? (1-2 sentences)
o In general, who were the participants? (1-2 sentences)
? Do not tell me what language they spoke.
? Do not tell me how they were recruited (or where they were recruited from).
? Do not tell me how they were compensated.
o In general, what did the participants do (i.e. what was the procedure)? (3-4 sentences)
? This should be a SUMMARY
o In general, what were the results? (1-3 sentences)
? No numbers!
? Just tell me general findings
o In general what did the researchers conclude (relate this back to the research
question/hypothesis)? (1-2 sentences)
• Article 3:
o What was the research question/hypothesis? (1-2 sentences)
o In general, who were the participants? (1-2 sentences)
? Do not tell me what language they spoke.
•
•
? Do not tell me how they were recruited (or where they were recruited from).
? Do not tell me how they were compensated.
o In general, what did the participants do (i.e. what was the procedure)? (3-4 sentences)
? This should be a SUMMARY
o In general, what were the results? (1-3 sentences)
? No numbers!
? Just tell me general findings
o In general what did the researchers conclude (relate this back to the research
question/hypothesis)? (1-2 sentences)
Article 4:
o What was the research question/hypothesis? (1-2 sentences)
o In general, who were the participants? (1-2 sentences)
? Do not tell me what language they spoke.
? Do not tell me how they were recruited (or where they were recruited from).
? Do not tell me how they were compensated.
o In general, what did the participants do (i.e. what was the procedure)? (3-4 sentences)
? This should be a SUMMARY
o In general, what were the results? (1-3 sentences)
? No numbers!
? Just tell me general findings
o In general what did the researchers conclude (relate this back to the research
question/hypothesis)? (1-2 sentences)
Article 5:
o What was the research question/hypothesis? (1-2 sentences)
o In general, who were the participants? (1-2 sentences)
? Do not tell me what language they spoke.
? Do not tell me how they were recruited (or where they were recruited from).
? Do not tell me how they were compensated.
o In general, what did the participants do (i.e. what was the procedure)? (3-4 sentences)
? This should be a SUMMARY
o In general, what were the results? (1-3 sentences)
? No numbers!
? Just tell me general findings
o In general what did the researchers conclude (relate this back to the research
question/hypothesis)? (1-2 sentences)
Do NOT provide a critique of the articles here.
Discuss the article least related to your proposed research first. The last article to be discussed in the
Review of the Research is the one that is the most related to your proposed research.
**REMINDER: You’re always integrating the literature with YOUR proposed research**
Proposed Research (1/2 – 1 page)
This section should be the intro to your research. It will almost follow the form of: “Past research (cite)
has found/examined A. Past research has also found B and C (cite). Further, past research (cite) has
indicated that…. However, research has not examined D. Therefore the purpose of the current study is
to examine D. More specifically, the current study was designed to examine… It is hypothesized
that…” Your idea for research should NATURALLY stem from the previous research.
**Please note that the above is an example, you may not have all of those things to discuss in the first
few sentences. That’s okay. I’m just trying to show that (1) things need to be cited; and (2) you should
use proper sentence structure and not just have a run on sentence.
•
•
•
•
•
IN SUMMARY, what has the previous research shown?
o Be sure you cite things appropriately.
IN SUMMARY, what still needs to be done (this is where you first introduce your study)?
What is the general purpose of your proposed research (to further study “A”)?
What is the research question (The research will determine whether “A” is affected by “B”)?
What do you hypothesize for your proposed research (It is hypothesized that “B” will help “A”
more than…)?
Methods (1/2 – ¾ of a page)
•
Participants
o This section should be written like a participants section in a published article. Tell me,
therefore, the following:
? Who are the participants?
• How many participants?
o How many male?
o How many female?
• Age?
• Race?
• From where will they be recruited?
• How will they be recruited?
? Will there be control participants? As an FYI, you will probably have control
participants (in most cases).
• Who are they?
• How many?
• How will they be recruited?
• Are the control participants “matched” to the experimental group (for
example, did you match them on age, etc.)?
? Are your participants being paid/compensated?
As you are writing the “Participants” section, consider the “Participants” section in the articles you read
and summarized. Consider the amount of detail that was given. Your “Participants” section should
provide the same level of detail.
Conclusion (1/2 -1 page)
• Summarize the topic, and the previous research on the topic.
• Summarize your research question, and the participants in your study, and your proposed
analyses
• “Wrap up” any loose ends.
Running head: SLEEP DEPRIVATION AND ATTENTION
The Effect of Sleep Deprivation on Attention
Spring 2018 Student
Bowie State University
1
SLEEP DEPRIVATION AND ATTENTION
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The Effect of Sleep Deprivation on Attention
Sleep deprivation is simply just a lack of sleep. Also, sleep deprivation occurs when an
individual gets less than the normal amount of sleep. This paper will touch on sleep deprivation
and executive functioning, more specifically, attention. Attention is one of the high cognitive
functions located in the frontal lobe. On a day to day basis you use attention in the most basic
tasks. To complete most tasks, you must pay attention. For an example, attention is used in a
class, watching a movie, taking a test, and even holding a conversation. Lack of sleep has a big
impact on those high cognitive functions, such as attention. Those who experience sleep
deprivation feel sluggish the next day. The cells in the brain move sluggish, which affects the
ability to function during the day. This paper will review research on sleep deprivation and the
influence it has on the executive function and attention, and then to propose future research on
sleep deprivation and how it affects the executive functioning in children.
Literature Review
Grundgeiger, Bayen, and Horn (2014) studied if and how sleep deprivation had an influence
on prospective memory. Furthermore, they predicted that sleep deprivation would influence
prospective memory as it pertained to tasks. Participants were separated into two groups, sleep
deprived, and not sleep deprived and completed a series of tests. The tests included recognizing
living and nonliving objects, math problems, and old/new memory. Researchers found that
overall those who were sleep deprived did score lower on the series of tests, than those who were
not sleep deprived. They then concluded that sleep deprivation did influence cognitive
functioning.
In another study Pho, Chong and Chee (2016) researched how sleep deprivation affected
mind wandering on different perceptual loads. They hypothesized sleep deprivation would
SLEEP DEPRIVATION AND ATTENTION
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increase mind wandering, but more specifically sleep deprivation would lead to a negative
impact on higher perceptual loads. Participants were put into two groups, rested and sleep
deprived and instructed to take a visual search task on two levels, high perceptual load, and low
perceptual load. This test included searching for specific letters on a simple and more complex
level. Researchers found results consistent with the hypothesis, that sleep deprivation did have a
negative impact on mind wandering. Those in the sleep deprived group showed greater signs of
inaccuracy on a high perceptual load. They then concluded that sleep deprivation did increase
mind wandering specifically as it pertained to higher perceptual loads.
Furthermore, on a different note Chua, Fang, and Gooley (2017) studied sleep deprivation
and its impact on divided attention. They proposed that sleep deprivation would have a negative
impact on tasks requiring high cognitive resources. To test their hypothesis, they deprived all
participants of sleep and they completed a dual task assessment. Participants were instructed to
complete a five-minute assessment in three blocks. The first was a single task, the second was a
dual task, and third was a triple task. Researchers hoped to find a significant difference as tasks
increased in demand for cognitive resources. They found that as task increased in demand the
worse scores got. Scores among the dual and triple tasks were significantly lower compared to
scores of single tasks. It was then concluded that sleep deprivation did impact divided attention
as it pertained to task load.
In a more in-depth research study Jugovac and Cavallero (2012) researched how sleep
deprivation affected attentional networks such as alerting, orienting, and executive control.
Researchers proposed that all aspects of attentional networks would be affected by sleep
deprivation. They then created a research study where there were two groups of participants,
sleep deprived, and non-sleep deprived. Participants took an Attention Network Test that would
SLEEP DEPRIVATION AND ATTENTION
4
assess their attentional networks. Despite what researchers thought, only executive control was
significantly affected by sleep deprivation. In conclusion researchers to conclude that sleep
deprivation did not affect attentional networks as a whole, but only certain aspects.
In a similar study Gujar, Seung-Schik, Hu and Walker (2010) wanted to test how sleep
deprivation could affect brain activity as it pertained to default mode network. The default mode
network is referring to the many interdependent systems of the brain that work together to
produce things such as attention, working memory and other high cognitive functions.
Researchers hypothesized that those who were well rested have better working default mode
networks, then those who were sleep deprived. Participants of the study were separated into two
group, well rested and sleep deprived and told to take a test. The test was a memory encoding
task test and combined with a FMRI. Researchers found an imbalance in brain activity and more
misses in those who were sleep deprived. The abnormal brain activity was found most during
those misses in the memory encoding test. This led researchers to conclude that brain activity as
it related to the default mode network was affected by sleep deprivation and did lead to
abnormalities.
The brain is said to be a system that works together. Lim, Tan, Parimal, Dinges, and Chee
(2010) conducted a study different from the others that focused on sleep deprivation and how it
affected selective attention. Researchers also focused on a different aspect of attention, and chose
to study the ventral visual cortex, and the hippocampus and its contribution to selective attention.
It was hypothesized that sleep deprivation would cause a decrease in selective attention function
specifically in the visual cortex, and hippocampus area. To test their hypothesis researchers
created two groups, sleep deprived and rested. Participants were involved in a selective attention
task. The task instructed them to recognize specific items such as faces and houses. Just like in
SLEEP DEPRIVATION AND ATTENTION
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many other experiments, researchers paired the assessment with a FMRI to study brain activity
during the assessment. They found a significant difference in the sleep deprived group as it
pertains to accuracy in selective attention. Also, they found a reduced amount of activity in the
hippocampus area, and ventral cortex. Researchers concluded that sleep deprivation did have an
influence on selective attention and brain functioning in different areas.
In a different study that primarily focused on different ways to pay attention researchers,
Kendall, Kautz, Russo, and Killgore (2006) studied how sleep deprivation affected attention on a
lateral perspective. Researchers were aware that sleep deprivation affects your cognitive abilities
but were more interested in how sleep deprivation affected your abilities to pay attention from
left to right, and vice versa. They predicted that sleep deprivation would have a significant
impact on lateral vision on the left area of the brain. Participants went through a series of four
stages. Participants completed two baseline assessments to measure their initial responses to
visual tasks. Also, they were assessed after 40 hours of sleep deprivation, and then assessed a
third time following nine hours of sleep for post recovery. They were instructed to complete two
attentional tasks at the same time, and that was paired with a lateral visual field. Results showed
that more errors were made during the sleep deprived stage than the other three. But on the other
hand, they found no results that supported their hypothesis that sleep loss had a significant
impact on the left area of the brain. Researchers could only support that sleep deprivation had an
impact attention, but not specifically to the left hemisphere of the brain.
Focusing on a different target population Vriend et al. (2012) argued that sleep deprivation
had a significant impact on daily functioning in children. For this experiment, researchers wanted
to specifically examine which variations caused a change in function in children. They focused
on not only cognitive abilities, such as attention but emotions as well. They guessed that sleep
SLEEP DEPRIVATION AND ATTENTION
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loss in children would not only cause a decline in cognitive functioning but in emotional abilities
as well. Child participants were required to complete a Digit Span Task, and Affective Response
Task. As expected they found that children’s cognitive functioning was affected by even the
smallest variations in sleep. Also, they found evidence to support that sleep loss in children
showed more a significant decline in emotional functioning. Furthermore, they concluded that
sleep deprivation did influence daily functioning in children.
Lastly, in a familiar study associated with attention Johnsen, Laberg, Eid, and Hugdahl (2002)
elaborated on the dichotic listening study and researched how sleep deprivation affected
attention. Dichotic listening was a technique to study attention and how competing messages
were paid attention to. Researchers took this original study to the next level by studying how
sleep deprivation impacted attention. Researchers wanted to see which hemisphere of the brain
was most impacted by sleep deprivation. They predicted that sleep deprivation would have an
overall negative impact on attention. Researchers created two groups, sleep deprived and nonsleep deprived, and further evaluated messages based on whether it was forced or not.
Participants were instructed to listen to either competing message in the right or left ear. What
researchers found was that between both groups there was no significant difference in ear
advantage for forced right ear. On the other hand, there was an advantage for forced left ear in
non-sleep deprived participants. Researchers then concluded that sleep deprivation affected
attention in the right hemisphere of the brain.
Proposed Research
In all previous research there has been a consistent finding that sleep deprivation impacted
attention. All studies focused on different aspects that affected attention such as prospective
memory (Grundgeiger et al., 2014) and mind wandering (Pho et al., 2016). Other studies focused
SLEEP DEPRIVATION AND ATTENTION
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more on attention as a network (Gujar et al., 2010; Jugovac et al., 2012;). Furthermore, studies
have focused on specific mechanisms of attention that were changed due to sleep deprivation,
such as divided attention (Chua et al., 2017) and lateral vision (Kendall et al., 2006). However
only one study focused on sleep deprivation and functioning in children (Vriend et al., 2012).
There should be more research on sleep deprivation in children. As children are developing,
there is a need for them to be able to adapt. The purpose of this research is to further investigate
sleep deprivation in children and support previous research on sleep deprivation. It is
hypothesized that sleep deprivation will have a negative impact on children’s attention just like
adults.
Methods
Participants
For this research study, 30 child participants between the ages of 10 and 12 will be recruited
from elementary schools. The elementary schools included will be Northwood Elementary in
Baltimore, MD and Windsor Mill Middle School in Windsor, MD. To advertise the study flyers
and notes will be given to all the teachers at the school that child participants will be responsible
for giving to their parents. It is expected that the number of females and males will be equal, as
there is no advantage for either sex in this study. Also, this study is inclusive to children of
different racial backgrounds, although there is an expectation that child participants will
primarily be African American due to the population of the communities these elementary
schools are in. Child participants will be recruited from different elementary schools, in different
areas for the purpose to compare socioeconomic status and how that contributes to the effect of
sleep deprivation. So, 15 students from each school will be tested and cross compared. This
study does include minors, and all child participants and their parents will be required to
SLEEP DEPRIVATION AND ATTENTION
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complete an assent form to participate. To be considered for this study participants must not have
a history of sleep deprivation, actively be on sleep time medication, or a regular nap time
schedule. All participants will receive a $10 gift card for their participation.
Conclusion
Sleep deprivation does have an impact on different aspects of attention and executive
functions. Sleep deprivation has an overall negative impact on attention. Aspects such as divided
attention and mind wandering as it pertains to cognitive task load (Chua et al., 2017) (Pho et al.,
2016). Also, sleep deprivati…
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