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Assignment Prompt & Instructions

– ## annotatedbibliography.pdf

**## annotatedbibliography.pdf**

For your Signature Assignment for this course, you will submit a written response to a case
study, incorporating at least three scholarly sources including your textbook.

This week, you will prepare for the Signature Assignment by creating an annotated
bibliography.

1. Review the Signature Assignment instructions. The Signature Assignment is due in
Week 8.

2. Watch the Case StudyLinks to an external site.

3. Read details about the case study below.

4. Locate four (4) scholarly resources to be used as you complete the Signature
Assignment.

For each source:

• List the source in APA Style. The references should be organized alphabetically by
the author on the References list.

• Follow the source with a brief annotation that summarizes the source information
(approximately 3–5 sentences). You may quote briefly from the source, but do not
copy and paste from the abstract. Include internal citations as needed

• In 1 or 2 sentences, explain and evaluate the source’s relevance and significance to
your thesis. Does the information from this source support or discredit your thesis?

• Use an academic tone and style.

Case Study Details (read after viewing the case study video):

Neuroscience: Sarah's difficulties in language acquisition, social communication, and
attention, alongside abnormalities in brain development, particularly in areas associated
with language processing, attention, and emotional regulation, suggest underlying
neurobiological factors. The decreased activity in the prefrontal cortex points to deficits in
executive functioning and cognitive control. These findings highlight the intricate interplay
between brain regions and their effect on cognitive and behavioral functioning.

Consciousness and Cognitive Functioning: Sarah's level of consciousness appears
intact, but her cognitive abilities are significantly affected. Her awareness may be
compromised in social contexts due to difficulties in social communication. Attentional
deficits and executive dysfunction likely contribute to her challenges in maintaining focus

[https://canvas.westcoastuniversity.edu/courses/71092/assignments/2049507](https://canvas.westcoastuniversity.edu/courses/71092/assignments/2049507)

[https://westcoastuniversity.h5p.com/content/1292236092251886428](https://westcoastuniversity.h5p.com/content/1292236092251886428)

and expressing thoughts verbally. These factors collectively influence her level of
consciousness and cognitive processing.

Thinking and Learning: Sarah's cognitive processes are impaired, particularly in abstract
thinking, problem-solving, and academic performance. These challenges align with the
characteristics of neurodevelopmental disorders like autism spectrum disorder (ASD),
affecting her ability to navigate academic tasks and everyday problem-solving situations
effectively.

Development and Memory: Sarah's developmental milestones are delayed, and it's
evident in her struggles with language acquisition and social communication skills since
early childhood. Her memory processes may also be affected with weaknesses in
encoding, storage, and retrieval of information. However, she may possess strengths in
certain mnemonic abilities, which could be explored further to support her learning and
development.

Psychological Disorders: Based on Sarah's presentation and assessments, she meets the
criteria for autism spectrum disorder (ASD). This diagnosis encompasses her difficulties in
social communication, restricted interests, and repetitive behaviors. The effects of ASD on
Sarah's psychological well-being underscores the importance of early intervention and
comprehensive support to address her complex needs effectively.

Motivation and Emotion: Sarah's motivation levels appear low, possibly influenced by her
difficulties in social interaction and academic performance. Additionally, her challenges
with emotional regulation contribute to her withdrawn behavior and overall adjustment.
Understanding these factors is crucial in developing tailored interventions to enhance her
motivation and emotional well-being.

Visit these sources to learn more about the annotated bibliography:

• Annotated Bibliography (This is a link to the library.)

• Annotated Bibliography TemplateDownload Annotated Bibliography Template

Visit the Writing Resources link under the Student Resources Tab to learn more about
annotated bibliographies.

PSYC_160_OL – Annotated Bibliography

[https://guides.westcoastuniversity.edu/c.php?g=77469&p=2157407](https://guides.westcoastuniversity.edu/c.php?g=77469&p=2157407)

[https://canvas.westcoastuniversity.edu/courses/71092/files/30202418?wrap=1](https://canvas.westcoastuniversity.edu/courses/71092/files/30202418?wrap=1)

[https://canvas.westcoastuniversity.edu/courses/71092/files/30202418/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/71092/files/30202418/download?download_frd=1)

PSYC_160_OL – Annotated Bibliography

Criteria Ratings

This criterion is linked to a
Learning OutcomeAnnotated
Bibliography

20 to >17.33 ptsExceeds ExpectationsSources are highly relevant to
the topic and add greatly to research potential. Few, if any, additional
sources are needed. All sources are from credible, scholarly, peer-
reviewed materials. All main/critical points of the research study are
included for each annotation. Annotations succinctly and
comprehensively describe the source material.

17.33 to >15.8 ptsMeets ExpectationsSome sources are relevant to
the topic. May require additional sources. Most sources are from
credible, scholarly, peer-reviewed materials. Main/critical points of the
research study are included but may be lacking in detail for each
annotation. Most annotations are succinct and generally describe the
source material.

15.8 to >11.8 ptsApproaches ExpectationsFew sources are relevant to
the topic. Requires additional sources. Some sources are from credible,
scholarly, peer-reviewed materials. Main/critical points of the research
study are lacking in detail for each annotation. Some annotations are
succinct and generally describe the source material.

11.8 to >0 ptsNot Meeting ExpectationsSources are not relevant to the
topic. Extensive additional research is needed. Sources lack credibility.
Main/critical points of the research study are absent or significantly
lacking in detail for each annotation and/or some annotations may be
missing.

PSYC_160_OL – Annotated Bibliography

Criteria Ratings

This criterion is linked to a
Learning OutcomeReview/
Critique of Scholarly Research

20 to >17.33 ptsExceeds ExpectationsFully answers all questions
posed and demonstrates a sophisticated ability to critically think about
and evaluate scholarly research. Provides substantial, relevant, and
clear explanations that are insightful and well-supported.

17.33 to >15.8 ptsMeets ExpectationsAnswers all questions posed
and demonstrates ability to critically think about and evaluate scholarly
research. Provides explanations that are well-supported.

15.8 to >11.8 ptsApproaches ExpectationsAnswers most questions
posed and demonstrates some ability to critically think about and
evaluate scholarly research.

11.8 to >0 ptsNot Meeting ExpectationsMost questions posed are not
answered. Work does not demonstrate the student's ability to critically
think about and evaluate scholarly research.

This criterion is linked to a
Learning OutcomeAPA Style

5 to >4.5 ptsExceeds ExpectationsThe assignment accurately and
consistently follows APA Style. Meets length and formatting
requirements of the assignment.

4.5 to >3.95 ptsMeets ExpectationsThe assignment consistently
follows current APA Style with only isolated and inconsistent mistakes.
Mostly meets length and formatting requirements of the assignment.

3.95 to >2.95 ptsApproaches ExpectationsThe assignment has
numerous errors in APA Style. Reflects incomplete knowledge of APA
Style. May not meet length and formatting requirements of the
assignment.

2.95 to >0 ptsNot Meeting ExpectationsThe assignment has significant
errors in APA Style. Does not meet length and formatting requirements
of the assignment.

PSYC_160_OL – Annotated Bibliography

Criteria Ratings

This criterion is linked to a
Learning OutcomeWriting
Mechanics

5 to >4.5 ptsExceeds ExpectationsThe writing demonstrates
sophisticated clarity and conciseness and is extremely well organized.
Punctuation, spelling, and capitalization are all correct with minimal to
no errors.

4.5 to >3.95 ptsMeets ExpectationsThe writing is clear, concise, and
well organized. May contain a few punctuation, spelling, or
capitalization errors.

3.95 to >2.95 ptsApproaches ExpectationsWriting lacks clarity,
conciseness, or organization. Several errors in punctuation, spelling,
and capitalization detract from the readability of the paper.

2.95 to >0 ptsNot Meeting ExpectationsThe writing is unfocused and
poorly organized. Many errors in punctuation, spelling, and
capitalization detract from the readability of the paper.

Total Points: 50

Annotated Bibliography

Your Name Here

University Name

Course Number: Course Name

Instructor’s Name

Due Date

2

Below are sample entries for an Annotated Bibliography. A bibliography is a list of sources
that

are relevant to your research, and an annotation is a short summary (150-200 words)
describing

the source. Sometimes, you may be asked to evaluate the source as well as summarize it.
After

all your items are listed, rearrange the items so the final version is in alphabetical order.
Make

sure to save this and remove all directions for formatting.

The Publication Manual of the American Psychological Association (7th ed.) states the

following formatting rules:

• The text and the reference list should be double-spaced.

• Numbering starts on the title page, at the top right of the page.

• There should be 1 inch (2.54 cm) margins all around (top, bottom, left, and right) on each

page.

• Use Times Roman font, or a similar serif font.

• Reference list entries must have a hanging indent

• Each annotation should be a new paragraph below its reference entry. Indent the entire

annotation 0.5 in. from the left margin.

3

Annotated Bibliography

American Psychological Association. (2020). Publication manual of the American
Psychological

Association (7th ed.). https://doi.org/10.1037/0000165-000

Highlight this passage and replace it with your annotation. In a descriptive annotation,

you merely describe what the book, web page, or article is about. In a critical

bibliography, you provide a descriptive annotation, and you evaluate the success or

reliability of the book, web page, or article. You might also compare or contrast the

source with another source on the topic.

Barthelemy, J., & Geyer, D. (2005). An empirical investigation of IT outsourcing versus

outsourcing in France and Germany. Information & Management, 42, 533-542.

https://doi:10.1016/j.im.2004.02.005

Highlight this passage and replace it with your annotation. In a descriptive annotation,

you merely describe what the book, web page, or article is about. In a critical

bibliography, you provide a descriptive annotation, and you evaluate the success or

reliability of the book, web page, or article. You might also compare or contrast the

source with another source on the topic.

**## annotatedbibliography.pdf**

For your Signature Assignment for this course, you will submit a written response to a case
study, incorporating at least three scholarly sources including your textbook.

This week, you will prepare for the Signature Assignment by creating an annotated
bibliography.

1. Review the Signature Assignment instructions. The Signature Assignment is due in
Week 8.

2. Watch the Case StudyLinks to an external site.

3. Read details about the case study below.

4. Locate four (4) scholarly resources to be used as you complete the Signature
Assignment.

For each source:

• List the source in APA Style. The references should be organized alphabetically by
the author on the References list.

• Follow the source with a brief annotation that summarizes the source information
(approximately 3–5 sentences). You may quote briefly from the source, but do not
copy and paste from the abstract. Include internal citations as needed

• In 1 or 2 sentences, explain and evaluate the source’s relevance and significance to
your thesis. Does the information from this source support or discredit your thesis?

• Use an academic tone and style.

Case Study Details (read after viewing the case study video):

Neuroscience: Sarah's difficulties in language acquisition, social communication, and
attention, alongside abnormalities in brain development, particularly in areas associated
with language processing, attention, and emotional regulation, suggest underlying
neurobiological factors. The decreased activity in the prefrontal cortex points to deficits in
executive functioning and cognitive control. These findings highlight the intricate interplay
between brain regions and their effect on cognitive and behavioral functioning.

Consciousness and Cognitive Functioning: Sarah's level of consciousness appears
intact, but her cognitive abilities are significantly affected. Her awareness may be
compromised in social contexts due to difficulties in social communication. Attentional
deficits and executive dysfunction likely contribute to her challenges in maintaining focus

[https://canvas.westcoastuniversity.edu/courses/71092/assignments/2049507](https://canvas.westcoastuniversity.edu/courses/71092/assignments/2049507)

[https://westcoastuniversity.h5p.com/content/1292236092251886428](https://westcoastuniversity.h5p.com/content/1292236092251886428)

and expressing thoughts verbally. These factors collectively influence her level of
consciousness and cognitive processing.

Thinking and Learning: Sarah's cognitive processes are impaired, particularly in abstract
thinking, problem-solving, and academic performance. These challenges align with the
characteristics of neurodevelopmental disorders like autism spectrum disorder (ASD),
affecting her ability to navigate academic tasks and everyday problem-solving situations
effectively.

Development and Memory: Sarah's developmental milestones are delayed, and it's
evident in her struggles with language acquisition and social communication skills since
early childhood. Her memory processes may also be affected with weaknesses in
encoding, storage, and retrieval of information. However, she may possess strengths in
certain mnemonic abilities, which could be explored further to support her learning and
development.

Psychological Disorders: Based on Sarah's presentation and assessments, she meets the
criteria for autism spectrum disorder (ASD). This diagnosis encompasses her difficulties in
social communication, restricted interests, and repetitive behaviors. The effects of ASD on
Sarah's psychological well-being underscores the importance of early intervention and
comprehensive support to address her complex needs effectively.

Motivation and Emotion: Sarah's motivation levels appear low, possibly influenced by her
difficulties in social interaction and academic performance. Additionally, her challenges
with emotional regulation contribute to her withdrawn behavior and overall adjustment.
Understanding these factors is crucial in developing tailored interventions to enhance her
motivation and emotional well-being.

Visit these sources to learn more about the annotated bibliography:

• Annotated Bibliography (This is a link to the library.)

• Annotated Bibliography TemplateDownload Annotated Bibliography Template

Visit the Writing Resources link under the Student Resources Tab to learn more about
annotated bibliographies.

PSYC_160_OL – Annotated Bibliography

[https://guides.westcoastuniversity.edu/c.php?g=77469&p=2157407](https://guides.westcoastuniversity.edu/c.php?g=77469&p=2157407)

[https://canvas.westcoastuniversity.edu/courses/71092/files/30202418?wrap=1](https://canvas.westcoastuniversity.edu/courses/71092/files/30202418?wrap=1)

[https://canvas.westcoastuniversity.edu/courses/71092/files/30202418/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/71092/files/30202418/download?download_frd=1)

PSYC_160_OL – Annotated Bibliography

Criteria Ratings

This criterion is linked to a
Learning OutcomeAnnotated
Bibliography

20 to >17.33 ptsExceeds ExpectationsSources are highly relevant to
the topic and add greatly to research potential. Few, if any, additional
sources are needed. All sources are from credible, scholarly, peer-
reviewed materials. All main/critical points of the research study are
included for each annotation. Annotations succinctly and
comprehensively describe the source material.

17.33 to >15.8 ptsMeets ExpectationsSome sources are relevant to
the topic. May require additional sources. Most sources are from
credible, scholarly, peer-reviewed materials. Main/critical points of the
research study are included but may be lacking in detail for each
annotation. Most annotations are succinct and generally describe the
source material.

15.8 to >11.8 ptsApproaches ExpectationsFew sources are relevant to
the topic. Requires additional sources. Some sources are from credible,
scholarly, peer-reviewed materials. Main/critical points of the research
study are lacking in detail for each annotation. Some annotations are
succinct and generally describe the source material.

11.8 to >0 ptsNot Meeting ExpectationsSources are not relevant to the
topic. Extensive additional research is needed. Sources lack credibility.
Main/critical points of the research study are absent or significantly
lacking in detail for each annotation and/or some annotations may be
missing.

PSYC_160_OL – Annotated Bibliography

Criteria Ratings

This criterion is linked to a
Learning OutcomeReview/
Critique of Scholarly Research

20 to >17.33 ptsExceeds ExpectationsFully answers all questions
posed and demonstrates a sophisticated ability to critically think about
and evaluate scholarly research. Provides substantial, relevant, and
clear explanations that are insightful and well-supported.

17.33 to >15.8 ptsMeets ExpectationsAnswers all questions posed
and demonstrates ability to critically think about and evaluate scholarly
research. Provides explanations that are well-supported.

15.8 to >11.8 ptsApproaches ExpectationsAnswers most questions
posed and demonstrates some ability to critically think about and
evaluate scholarly research.

11.8 to >0 ptsNot Meeting ExpectationsMost questions posed are not
answered. Work does not demonstrate the student's ability to critically
think about and evaluate scholarly research.

This criterion is linked to a
Learning OutcomeAPA Style

5 to >4.5 ptsExceeds ExpectationsThe assignment accurately and
consistently follows APA Style. Meets length and formatting
requirements of the assignment.

4.5 to >3.95 ptsMeets ExpectationsThe assignment consistently
follows current APA Style with only isolated and inconsistent mistakes.
Mostly meets length and formatting requirements of the assignment.

3.95 to >2.95 ptsApproaches ExpectationsThe assignment has
numerous errors in APA Style. Reflects incomplete knowledge of APA
Style. May not meet length and formatting requirements of the
assignment.

2.95 to >0 ptsNot Meeting ExpectationsThe assignment has significant
errors in APA Style. Does not meet length and formatting requirements
of the assignment.

PSYC_160_OL – Annotated Bibliography

Criteria Ratings

This criterion is linked to a
Learning OutcomeWriting
Mechanics

5 to >4.5 ptsExceeds ExpectationsThe writing demonstrates
sophisticated clarity and conciseness and is extremely well organized.
Punctuation, spelling, and capitalization are all correct with minimal to
no errors.

4.5 to >3.95 ptsMeets ExpectationsThe writing is clear, concise, and
well organized. May contain a few punctuation, spelling, or
capitalization errors.

3.95 to >2.95 ptsApproaches ExpectationsWriting lacks clarity,
conciseness, or organization. Several errors in punctuation, spelling,
and capitalization detract from the readability of the paper.

2.95 to >0 ptsNot Meeting ExpectationsThe writing is unfocused and
poorly organized. Many errors in punctuation, spelling, and
capitalization detract from the readability of the paper.

Total Points: 50

Annotated Bibliography

Your Name Here

University Name

Course Number: Course Name

Instructor’s Name

Due Date

2

Below are sample entries for an Annotated Bibliography. A bibliography is a list of sources
that

are relevant to your research, and an annotation is a short summary (150-200 words)
describing

the source. Sometimes, you may be asked to evaluate the source as well as summarize it.
After

all your items are listed, rearrange the items so the final version is in alphabetical order.
Make

sure to save this and remove all directions for formatting.

The Publication Manual of the American Psychological Association (7th ed.) states the

following formatting rules:

• The text and the reference list should be double-spaced.

• Numbering starts on the title page, at the top right of the page.

• There should be 1 inch (2.54 cm) margins all around (top, bottom, left, and right) on each

page.

• Use Times Roman font, or a similar serif font.

• Reference list entries must have a hanging indent

• Each annotation should be a new paragraph below its reference entry. Indent the entire

annotation 0.5 in. from the left margin.

3

Annotated Bibliography

American Psychological Association. (2020). Publication manual of the American
Psychological

Association (7th ed.). https://doi.org/10.1037/0000165-000

Highlight this passage and replace it with your annotation. In a descriptive annotation,

you merely describe what the book, web page, or article is about. In a critical

bibliography, you provide a descriptive annotation, and you evaluate the success or

reliability of the book, web page, or article. You might also compare or contrast the

source with another source on the topic.

Barthelemy, J., & Geyer, D. (2005). An empirical investigation of IT outsourcing versus

outsourcing in France and Germany. Information & Management, 42, 533-542.

https://doi:10.1016/j.im.2004.02.005

Highlight this passage and replace it with your annotation. In a descriptive annotation,

you merely describe what the book, web page, or article is about. In a critical

bibliography, you provide a descriptive annotation, and you evaluate the success or

reliability of the book, web page, or article. You might also compare or contrast the

source with another source on the topic.