discussion

Prior to beginning work on this final project, review the chapters of the textbook and relevant videos and articles assigned.

The Final Project

will give you a chance to fully demonstrate what you have learned on a specific topic in cognitive psychology. For your Final Project, choose one of the case studies below. Carefully consider, then answer the questions posed in your selected case study according to the final project requirements. Please integrate your professor’s comments and feedback from Week 3’s Final Project Rough Draft into your final project. You have the option to write a paper or create a presentation for your final project.

If you choose to do a PowerPoint or Prezi presentation, it should be 18-20 slides in length, not including title or reference slides. Slides must contain bulleted points and use the notes section to provide more information (do not put all information ON the slide). There should be no more than 50 words per slide, except in the notes section. You are encouraged to be creative and include APA-referenced and cited visuals such as pictures, graphics, charts, tables, etc. Your PowerPoint presentation must include a title slide and a reference slide. This presentation includes the submission of a transcript as a separate 1-2-page Word document, not including title and reference pages.

Case Study #1

Driving while talking on a cell phone, even one that is hands-free, can cause errors in decision making and delays in response time. Read the 

Texting and Driving Accident… (Links to an external site.)

 case study and answer the questions.

Sixteen-year-old Emily and five of her teenage friends piled into Emily’s mother’s minivan to drive to a local football game on a Friday night. Emily had just gotten her license and was excited to drive to her first event but made sure that everyone was seat-belted before departing.

As they did, Emily cranked up the stereo and the girls began screaming and singing though Emily was driving safely and within the speed limit. Five minutes into Emily’s drive, she received a text message from her boyfriend Brian, telling her that he wanted to break off their relationship of one year. Rather than wait until she was out of the vehicle, Emily started texting and driving. Getting increasingly upset, Emily began texting using both hands, attempting to drive the minivan with her knees and elbows while reading text messages from Brian.

While not looking at the road, and reading a long message, Emily failed to notice that the minivan began to careen off the road. Unable to correct her driving due to her relative inexperience and all the distractions, Emily accelerated and drove off the road into a ditch. In this car accident, Emily bumped her head on the steering wheel and all the passengers experienced whiplash, with one receiving minor cuts due to the passenger window shattering. All five passengers and Emily were taken to the hospital for various injuries. Emily is headed to criminal court for negligence and causing bodily harm while driving.

·

Explain how the central bottleneck contributes to those breakdowns in driving performance. How does inattentional blindness add to the problem? In your view, why do so many people believe themselves immune from these effects, even though others might be impaired by cell phone use during driving? Use course concepts on decision-making and problem-solving to explain your answer.

· Cognitive neuroscience has demonstrated that the adolescent brain is not fully mature, particularly in the prefrontal regions known to be important in decision making. Do you think such evidence should be taken into account in judging the guilt of a 16-year old in a criminal trial? Use the example above to demonstrate your thinking on this topic. How should such evidence be taken into account in formulating a public policy on juveniles accused of crimes?

· You are the judge deciding Emily’s fate in court. What sentence would you deliver and what would you say to her during sentencing? Why? Finally, explain your reasoning using three cognitive concepts you have learned in the course.

Case Study #2

· Select an elementary, high school, or post-secondary school case study from the case studies below. Choose one of Erik’s presenting issues. Define working memory and long-term memory applied to Erik’s age and educational setting. How is working memory similar to and different from long-term memory, again, applied to Erik’s age and educational setting? Why is this an important concept for educators to understand?

· An early childhood learner has trouble transferring information presented in kindergarten class to long-term memory. Specifically, he cannot recall the letters of the alphabet even though the teacher has the letters posted on the walls around the classroom and quizzes the class daily, has the class singing the A, B, C’s song, and uses books and videos from ABCmouse.com.

· A high school student is having difficulty remembering math concepts and formulas to solve math problems in class and on tests. The teacher uses videos, creates rap songs, and pairs an advanced learner with Erik.

· A nontraditional college sophomore (33 years old) served two tours of duty in Afghanistan and recently left the military with 15 years of service. He stated he always has issues remembering history timelines and language concepts, having flunked both of these university courses. He is retaking the history course. The professor is using videos, group tutoring, and audio podcasts to help him understand the course concepts.

· Indicate the case study you chose. What additional teaching-learning strategies will you use to help Erik, using information from the course to support your plan of action?

· Using your knowledge of working and long-term memory, why did you choose these strategies and what outcomes do you think will occur once they are implemented? Are there any outside sources to which you could refer Erik? Why or why not?

· In reviewing this case study, how will you explain to your colleagues why some students have problems with certain course materials and assessments in their courses? List at least three reasons for them to consider in their teaching.

	·
Option 1: Written Paper Format

The Final Project

· Must be a minimum of seven double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the 

Writing Center (Links to an external site.)

 and must include a title page and reference page. Please review the 

Sample Title Page (Links to an external site.)

 resource and the 

Formatting Your References List (Links to an external site.)

 Please refer to important APA style reminders.

· Must include a separate title page with the following:

· Running head and page number

· Title of paper

· Student’s name

· Course name and number

· Instructor’s name

· Date submitted

· Must use at least five scholarly sources in addition to the course text (six total).

· The 

Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)

 table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

· Must document all sources in APA style as outlined in the Writing Center.

· Must include a separate references page that is formatted according to APA style as outlined in the Writing Center.

·

Option 2: PowerPoint or Prezi presentation (with separate transcript document submission)

If you choose Case Study #1:

· Introduction (1 slide)

· Explain how the central bottleneck contributes to those breakdowns in driving performance. How does inattentional blindness add to the problem? In your view, why do so many people believe themselves immune from these effects, even though others might be impaired by cell phone use during driving? Use course concepts on decision-making and problem-solving to explain your answer. (5-6 slides)

· Cognitive neuroscience has demonstrated that the adolescent brain is not fully mature, particularly in the prefrontal regions known to be important in decision making. Do you think such evidence should be taken into account in judging the guilt of a 16-year old in a criminal trial? Use the example above to demonstrate your thinking on this topic. How should such evidence be taken into account in formulating a public policy on juveniles accused of crimes? (5-6 slides)

· You are the judge deciding Emily’s fate in court. What sentence would you deliver and what would you say to her during sentencing? Why? Finally, explain your reasoning using three cognitive concepts you have learned in the course. (6 slides)

· Conclusion (1 slide)

If you choose Case Study #2:

· Introduction (1 slide)

· Select an elementary, high school, or post-secondary school case study from the case studies below. Choose one of Erik’s presenting issues. Define working memory and long-term memory applied to Erik’s age and educational setting . How is working memory similar to and different from long-term memory, again, applied to Erik’s age and educational setting? Why is this an important concept for educators to understand? (3-4 slides)

· An early childhood learner has trouble transferring information presented in kindergarten class to long-term memory. Specifically, he cannot recall the letters of the alphabet even though the teacher has the letters posted on the walls around the classroom and quizzes the class daily, has the class singing the A, B, C’s song, and uses books and videos from ABCmouse.com.
· A high school student is having difficulty remembering math concepts and formulas to solve math problems in class and on tests. The teacher uses videos, creates rap songs, and pairs an advanced learner with Erik.
· A nontraditional college sophomore (33 years old) served two tours of duty in Afghanistan and recently left the military with 15 years of service. He stated he always has issues remembering history timelines and language concepts, having flunked both of these university courses. He is retaking the history course. The professor is using videos, group tutoring, and audio podcasts to help him understand the course concepts.

· Indicate the case study you chose. What additional teaching-learning strategies will you use to help Erik, using information from the course to support your plan of action? (7 slides)

· Using your knowledge of working and long-term memory, why did you choose these strategies and what outcomes do you think will occur once they are implemented? Are there any outside sources to which you could refer Erik? Why or why not? (3-4 slides)

· In reviewing this case study, how will you explain to your colleagues why some students have problems with certain course materials and assessments in their courses? List at least three reasons for them to consider in their teaching. (3 slides)

· Conclusion (1 slide)
The Final Project

· Must be at least 18 to 20 slides (not including title and reference slides) with at least 100 words in the presenter’s notes for each appropriate slide. You may want to look at 

How to Make a PowerPoint Presentation (Links to an external site.)

 to get started. Pay attention to 

APA Style (Links to an external site.)

 and formatting in this “how to” guide. APA guidelines are required in presentations and any scholarly work you create.

· Must include a separate title slide with the following:

· Title of presentation

· Student’s name
· Course name and number
· Instructor’s name
· Date submitted

· Must utilize academic voice. See the 

Academic Voice (Links to an external site.)

 resource for additional guidance.

· Must include introduction and conclusion slides. Your introduction slide needs to end with a clear statement that indicates the purpose of your presentation.

· For assistance on writing 

Introductions & Conclusions (Links to an external site.)

 refer to the Writing Center resources.

· Must use at least five scholarly, peer-reviewed, and credible sources (one of those may be the course text).

· The 

Scholarly, Peer Reviewed, or Other Credible Sources (Links to an external site.)

 table offers additional guidance on appropriate source types. The University of Arizona Global Campus Library is a great place to find resources. Watch the 

Quick n’ Dirty (Links to an external site.)

 tutorial for research tips. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

· Must document any information used from sources in APA style as outlined in the Writing Center’s 

Citing Within Your Paper (Links to an external site.)

· Must include a separate references slide that is formatted according to APA style as outlined in the Writing Center. See the 
Formatting Your References List (Links to an external site.)
 resource in the Writing Center for specifications.

· If you choose to do a presentation, submit a separate Word document with your transcript to Waypoint. This transcript should be 1-2 pages, not including title or reference pages, and includes APA citations. Formatting should include labeling the slide number with the slide’s exact content underneath.

· Review the Writing Center’s 

Presentation Tips (Links to an external site.)

 to maximize your results.

It is recommended that PowerPoint Slides contain no more than five bullet points and should not contain more than seven to 10 words each. Do not type paragraphs or long sentences on the slide. The information that explains each bullet point is conveyed via speaker notes or by recording your voice to each slide.

Follow these steps to submit your presentation and speaker’s notes:

· Step 1:
Submit your full presentation (.ppt, .pptx., .mp4, etc.) file to the Week 5 Final Presentation page using the button below.

Week 5 Final Presentation Submission

· Step 2:
Save your presentation or speaker notes as a PDF and submit to Waypoint using the Waypoint Assignment submission button at the bottom of this page.

For additional guidance, review the 

File Submission Quick Start Guide (Links to an external site.)

.

If you are unable to access the technology for this final project due to a documented accommodation on file with the Office of Student Access and Wellness, inform your instructor as soon as possible.

Carefully review the 

Grading Rubric (Links to an external site.)

 for the criteria that will be used to evaluate your assignment.

Case Example: Texting and Teen Driving

By 

Charles R. Gueli, Esq.

Updated / Reviewed 

Jul 20, 2020

Share:     

Take a look at injury claims following a single-car collision caused by a texting teen. Learn about passenger claims and coverage for teen drivers.

On This Page

·

How the Collision Occurred

·

Single Vehicle Accident Injuries

·

Liability for Teen Texting Accidents

·

Damages and Claim Negotiations

·

Important Points About Texting and Driving

Here we present a fictional case study drawn from the fact patterns in actual car accidents caused by texting and driving.

Our study deals with a single-vehicle collision that left several passengers suffering from crash-related injuries.

We’ll discuss how the crash occurred, liability, injuries, negotiations, and the final claim resolutions.

We wrap up with a list of important points you should know about 

car accidents caused by texting

 and teen drivers.

How the Collision Occurred

Sixteen-year-old Emily and four of her teenage friends piled into Emily’s mother’s minivan to drive to a high school football game.

Emily had just gotten her license and was excited to drive to her first event. She made sure that everyone was wearing their safety belts before departing.

Once on the road, Emily cranked up the stereo. The girls began singing to the music at the top of their lungs. Emily was driving safely and within the speed limit as she sang along with her friends.

Five minutes into Emily’s drive, she received a text message from her boyfriend, Brian. Glancing down at her phone, Emily was shocked to see that Brian was breaking up with her.

Rather than pull over, or wait until she reached her destination, Emily started texting back and forth with Brian as she drove.

In the time it took for Emily to read a long message from Brian, the minivan was veering off the road. By the time she heard one of the girls shouting over the stereo, it was too late. Panicked and inexperienced, Emily couldn’t correct her course. She drove off the road into a fence.

Single Vehicle Accident Injuries

Motor vehicle accidents are the 

second leading cause of death for teenagers

 in the United States. A carload of kids with a distracted, texting driver is usually a recipe for disaster.

Car accident injuries can range from nothing at all to whiplash, broken bones, internal injuries, cuts due to broken glass, head trauma, and even death.

Fortunately, in this case, all the teens were wearing their seatbelts, and there were no fatalities. Emily was not speeding at the time of the crash, and the vehicle did not hit an immovable object or rollover.

Another motorist saw the minivan leave the road and plow through the picket fence before coming to a stop in someone’s yard. The alert motorist immediately called 911 for help.

All five girls were treated by paramedics at the scene and transported to the hospital emergency room by ambulance.

Emily walked away from the accident with stiff and sore muscles and bruises from the safety belts.

Passenger 1: Sharon was in the front passenger seat. She was injured when a flying fence board came through the windshield and hit her in the face. She suffered a broken nose and had dozens of stitches to her right cheek and chin. She would require future surgical revisions of her scars.

Passenger 2: Kate was sitting behind Emily. She sustained a mild concussion from her head slamming into the passenger window during the crash. She was back in school the following week.

Passenger 3: Ashley was sitting behind Sharon. Her right arm was broken from hitting the passenger door. She also suffered mild whiplash from being jolted from side to side during the crash. Ashley’s whiplash resolved after a week of rest. Her arm healed without complications after six weeks in a cast.

Passenger 4: Dawn was sitting in the middle of the back seat, between Kate and Ashley. Because the other girls’ bodies cushioned her, Dawn only had a few minor cuts from flying glass and some bruising from her safety belt. She required no further treatment after being checked out at the emergency room.

Liability for Teen Texting Accidents

Almost 

every state’s traffic laws prohibit texting while driving

. Some states specifically ban texting by underage drivers.

Emily admitted to the police officer at the accident scene that she had been texting while driving. The police report showed Emily was 

liable for the accident

.

The officer ticketed Emily for:

· Failing to maintain control of her vehicle

· Texting while driving

· Violating 

Graduated Drivers Licensing

 laws limiting the number of passengers for teen drivers

Emily later appeared in traffic court, where her driver’s license was suspended until she reached the age of 18.

Available Insurance Coverage

Emily lived primarily with her mother and stepfather. She was driving her mother’s vehicle and was 

covered under her mother’s auto insurance policy

.

Emily’s mother carried bodily injury liability coverage of $25,000 per person and $50,000 per accident on her auto insurance policy.

Because Emily’s parents shared custody, Emily was also a member of her father’s household. As a member of her father’s household, she was also covered by her dad’s auto insurance policy.

Emily’s dad carried car insurance with bodily injury liability limits of $50,000 per person and $100,000 per accident.

In a

 no-fault car insurance

 state, passengers can file an injury claim with the driver’s insurance company, no matter who caused the accident.

Damages and Claim Negotiations

Bodily injury damages include:

· Ambulance expenses

· Medical bills

· Mental health treatment bills

· Out-of-pocket medical expenses

· Lost wages

· Transportation costs to medical appointments

· Pain and suffering

Passenger 1: Sharon was the most severely injured occupant of the vehicle. She was injured when a flying fence board came through the windshield and hit her in the face. In addition to a concussion and mild whiplash, Sharon’s nose was broken. She sustained several deep, jagged gashes to her right cheek and chin.

A plastic surgeon was called in to stitch her face and treat the nose fracture at the hospital, but she would require and least three rounds of reconstructive facial surgery in the future. Despite medical intervention, there was no doubt that Sharon’s face was 

permanently scarred

.

Sharon became deeply depressed after the crash. She was tormented by nightmares of the crash and required a tranquilizer to be able to ride in a vehicle to medical appointments. Sharon was ashamed and repulsed by the changes to her face.

Sharon required intense mental health treatment for the first three months after the crash, with ongoing counseling expected to continue.

Because Sharon’s current and future medical expenses totaled $40,000, her attorney sought $75,000 to cover Sharon’s hard costs, 

extreme emotional distress

, and permanent facial scarring.

Sharon’s attorney demanded $25,000 per-person policy limits from Emily’s mother’s auto insurance and the $50,000 per-person limits from Emily’s father’s policy.

Both insurance companies paid their policy limits to Sharon, rather than fight a losing battle in court.

Passenger 2: Kate sustained a mild concussion that gave her a headache went away by the next day. She was back in school the following week.

Kate’s medical bills totaled $350. She was upset after the accident but suffered no long-term effects. Her family did not hire an attorney. Kate’s claim with Emily’s mother’s insurance company settled for $700.

Passenger 3: Ashley’s arm was broken from hitting the passenger door. She also suffered mild whiplash that resolved after a week of rest. She saw an orthopedist for her arm, which healed without complications after six weeks in a cast.

Ashley missed a week of school. Her arm hurt and kept her from sleeping well for several days. She was terribly upset about Sharon’s injuries and considered herself lucky. Ashley’s mom had to help her to bathe, dress, and fix her hair every day until the cast came off.

Ashley’s medical bills came to $2,500. Her attorney demanded $10,000 for Ashley’s medical bills and pain and suffering. Emily’s mother’s insurance company settled Ashley’s claim for $8,000.  

Passenger 4: Dawn only had a few minor cuts from flying glass and some bruising from her safety belt. She required no further treatment after being checked out at the emergency room.

Dawn’s emergency room bill was $350. Emily’s mother’s insurance company paid Dawn’s hospital bill and added a small amount for her inconvenience, settling the claim for $500.

Important Points About Texting and Teen Driving

·

Vehicle crashes

 are the leading cause of teen deaths in the United States

· Texting while driving is banned in almost every jurisdiction

· Injury attorneys don’t hesitate to subpoena the at-fault driver’s cell phone records

· Teen drivers of divorced parents are often covered under two auto insurance policies

· Severe injury claims should always be handled by an experienced personal injury attorney for the best results

· Depending on the state and the amount of money, 

settlements for underage injury victims

 might need court approval

How Much is Your Injury Claim Worth?