Instructor Response to Week 4 HUM450 F20

Prepare Notes

Outline your response to the prompt in the box below. Then, write a few questions to ask your peers to better understand their environmental outlooks.

I bring a variety of experiences, attitudes, and perspectives when considering environmental science issues. Firstly, my experiences living in both rural and urban environments have given me the opportunity to see firsthand the various environmental challenges faced by different communities. Additionally, I have been fortunate enough to have the opportunity to travel and see the impacts of environmental issues on a global scale. These experiences have fostered within me a deep appreciation and respect for the natural world and a desire to protect it.

In terms of attitudes, I am strongly motivated by a sense of social and environmental justice. I believe that it is our responsibility to be stewards of the planet and to ensure that future generations have the opportunity to enjoy a healthy and sustainable environment. I also believe that addressing environmental issues requires a holistic and intersectional approach, considering the impacts on both human and non-human communities.

As for perspectives, I approach environmental science issues with a scientific mindset, valuing evidence-based decision making and a willingness to consider multiple viewpoints. However, I also recognize the importance of incorporating indigenous knowledge and the perspectives of marginalized communities into the conversation.

Questions for Peers:

What experiences have you had that have shaped your environmental outlook?

What values do you prioritize when considering environmental science issues?

How do you approach environmental issues from a scientific perspective?

How do you incorporate the perspectives of marginalized communities into your understanding of environmental science issues?

Final Product: Socratic Seminar on Sustainability

Instructions: For this final product, you will engage in a college-style Socratic seminar on sustainability. You will submit your Preparation notes, and use those notes to support you as you actively listen and contribute to the discussion.

Preparation

Paste your final Preparation notes below.

Before the Discussion

As you get ready for the discussion, set at least two specific goals for your participation during the discussion. Use the  Contributing to Evidence-based Discussions and Norms/Active Listening rubrics in the Platform to inform your goals.

Sample Goals:

I plan to share at least one piece of information from my Preparation notes during the discussion.

I plan to connect my ideas to something another person says during the discussion.

What is your first goal?:

What is your second goal?:

After the Discussion

To what extent did you accomplish your first goal?

To what extent did you accomplish your second goal?:

How did you do with CONTRIBUTING TO EVIDENCE-BASED DISCUSSIONS? Give yourself a score based on the Cognitive Skills Rubric and explain why you deserve this score:

How did you do with NORMS/ACTIVE LISTENING? Give yourself a score based on the Cognitive Skills Rubric and explain why you deserve this score:

What did you enjoy or find the most interesting in the discussion?:  

Was there anything you wish the discussion talked about but didn’t?:

Any other notes or reflections on today’s discussion:

Final Product: Socratic Seminar on Sustainability

Instructions: For this final product, you will engage in a college-style Socratic seminar on sustainability. You will submit your Preparation notes, and use those notes to support you as you actively listen and contribute to the discussion.

Preparation

Paste your final Preparation notes below.

I bring a variety of experiences, attitudes, and perspectives when considering environmental science issues. Firstly, my experiences living in both rural and urban environments have given me the opportunity to see firsthand the various environmental challenges faced by different communities. Additionally, I have been fortunate enough to have the opportunity to travel and see the impacts of environmental issues on a global scale. These experiences have fostered within me a deep appreciation and respect for the natural world and a desire to protect it.

In terms of attitudes, I am strongly motivated by a sense of social and environmental justice. I believe that it is our responsibility to be stewards of the planet and to ensure that future generations have the opportunity to enjoy a healthy and sustainable environment. I also believe that addressing environmental issues requires a holistic and intersectional approach, considering the impacts on both human and non-human communities.

As for perspectives, I approach environmental science issues with a scientific mindset, valuing evidence-based decision making and a willingness to consider multiple viewpoints. However, I also recognize the importance of incorporating indigenous knowledge and the perspectives of marginalized communities into the conversation.

Before the Discussion

As you get ready for the discussion, set at least two specific goals for your participation during the discussion. Use the  Contributing to Evidence-based Discussions and Norms/Active Listening rubrics in the Platform to inform your goals.

Sample Goals:

I plan to share at least one piece of information from my Preparation notes during the discussion.

I plan to connect my ideas to something another person says during the discussion.

What is your first goal?:

What is your second goal?:

After the Discussion

To what extent did you accomplish your first goal?

To what extent did you accomplish your second goal?:

How did you do with CONTRIBUTING TO EVIDENCE-BASED DISCUSSIONS? Give yourself a score based on the Cognitive Skills Rubric and explain why you deserve this score:

How did you do with NORMS/ACTIVE LISTENING? Give yourself a score based on the Cognitive Skills Rubric and explain why you deserve this score:

What did you enjoy or find the most interesting in the discussion?:  

Was there anything you wish the discussion talked about but didn’t?:

Any other notes or reflections on today’s discussion:

Analyze and write about the results of a visual and an auditory lexical decision task. Analyze a large data set that includes students’ responses for both the visual and auditory modality. Lab is a write-up of these findings.

1. One large data file that includes all experimental trial responses for both the Visual and Auditory modality tasks. Note that the sample size for the visual experiment is 16 and for the auditory experiment is 15.

Presentedz with visual words and pseudo-words in one experiment and auditory words and pseudo-words in a second experiment. Respond whether you saw/heard a real word of English or not. In the visual task, remained fixated on a cross (i.e., ‘+’) presented in the centre of the screen, while the stimulus was visually presented either to the left or right of the fixation point. In the auditory experiment, you heard words and pseudo-words presented either to your left or right ear.

  Words Pseudo-words Number 60 60 Pronounceable N/A Yes Hemi-field/Ear Presentation 30 left/30 right 30 left/30 right String Length

Range: 5-7

Mean: 6.01 (SD = 0.71)

Range: 5-7

Mean: 5.85 (SD = 0.78)

Phoneme Length

Range: 5-7

Mean: 5.45 (SD = 0.59)

Range: 3-6

Mean: 4.58 (SD = 0.87)

Number of Morphemes 1 N/A

In each experiment, there were 60 words and 60 pseudo-words. It was the same 120 items presented in each experiment. Only their modality of presentation changed. Thirty words and 30 pseudo-words were presented to the left (side of the screen in the visual experiment, ear in the auditory experiment), while the other 30 words and other 30 pseudo-words are presented to the right. Side of presentation was balanced across participants using two lists. Each list contained the same set of words and pseudo-words; only presentation side was counter-balanced across lists.

Independent samples t-tests revealed no difference in orthographic length between the words and pseudo-words (t(117) = -1.59, p = 0.11); there is, however, a reliable phoneme length difference between the words and pseudo-words (t(104.28) = -6.37, p < 0.001). We also recorded whether the participant was a native speaker of English or not and whether they are right- or left-hand dominant. Feel free to use these factors in your analysis.

1. Given what you know about the organization of the visual and auditory pathways and lateralization of language processing, state, in very clear terms, what your predictions are. Provide specific predictions for your observation (dependent) variable(s), and select and name your predictor (independent) variable(s). 
2.  
3. Provide a detailed list of the processing steps in R that is performed to arrive at your results. For example, do you want to include incorrect trials trials in your analysis of both dependent variables? Do not provide the R code, but instead write out these steps in plain English.  
4. Provide a series of plots that provide an illustration of your results. You should minimally include a plot of the accuracy and reaction time results and this should be done for each modality. You may also included histograms of your reaction time distributions, but this is not necessary. Be sure your axes are appropriately labeled. 
5. Provide a table that presents your numerical findings in a clear manner. Remember to include both the sample-level averages and standard deviations per condition. 
6. Discuss your results in light of the predictions in Q1 and your findings in Q3 and Q4. Make specific reference to your predictions and the extent to which they are borne out. 
7. Get creative: Incorporate one other factor (e.g., native language, handedness). State your predictions and provide a breakdown of the data in terms of these factors. 
8. Design your own research question: Consider how you might use the same experimental design to understand another linguistic phenomenon and population (e.g. stop VOT, vowel length, lexical tone, Mandarin speakers, French speakers etc.). State your research question, and provide and motivate specific predictions for your dependent variable(s) as a function of your predictor variable(s). Note: Ideally, the new research question will still involve language lateralization. Consult the Gazzaniga readings online for ideas based on the particular specializations of each hemisphere.