The Effects Of Counterfactual Thinking On Students At Florida International University

Test scores of individuals outside of this age range would not be considered valid, since there would be no norms to compare the individual’s scores to. Fortunately, there are no gender limitations since the normative sample included both males and females equally at all ages and grades (Pearson, 2009b). The normative sample also included several ethnicities representative of the U.S. population. In addition, the developers intended to reduce cultural bias by adding pictures of multiple cultures in the demonstration illustrations (Pearson, 2009b). However, it is important to note no differential studies were conducted for gender or race and ethnicity (Miller, 2010). Furthermore, the test was only normed in English and has not been translated into any other language (Pearson, 2009b). This will make it difficult for clinicians to administer the test to individuals whose primary language is not

Demographics and control variable. Participants reported sex, age, U. S. citizenship, ethnicity, and educational grade level.

In the study, the between-groups design and the cross-sectional design were used for research. There were 243 participants between the ages of 18 and 39, and the majority were females and Caucasians. The average age was about 21 years old.

My understanding of the lifestyles and contributions of ethnic and diverse groups has increased significantly by participating in this experience. In this clinical the main ethnic diverse group in the classroom were African Americans students. I learned that a students’ diversity influences their lifestyles (i.e. obesity in African Americans is prevalent because food is an important part of their

There were 427 participants for the study: 308 women and 115 men. All participants attended a large, urban, faith-based university. The participants were from many different ethnic backgrounds, however, the majority (75.3%) were Caucasian. A majority of the participants were either freshmen or sophomores. Also, a majority of the participants were involved in

This evaluation is focused on a school district with 3, 000 high school students in New Jersey. The statistics were gathered from the student management system for this school district the 3,0000 high school students attend two high schools {High School “A” and High School “B”} during the 2014-15 school year. The racial makeup consists of: high school “A”, 78.6 percent of students identified as white, 14.8 Hispanic, 3.3 percent black and 2.7 percent Asian. At high school “B”, 82.8 percent of students were white, followed by 8.4 percent Hispanic, 5.5 percent black and 2.6 percent Asian. The overall graduation rate at High School “A” was 80 percent, and at High School “B”, 87 percent of students graduate.

Three hundred Undergraduates (18-50 years old) enrolled in Texas A&M International University (TAMIU) will be utilized as participants. Undergraduate students will be chosen from undergrad courses of all majors. The participants will be issued a consent form (Appendix A) debriefing form (Appendix E), if they decide to participate in the present study. Furthermore, students who decide to participate will be entered in a raffle to win a $50 Amazon Gift Card.

Participants were from a high school as a convenient sample. They are juniors and in the

Participants who were unable to choose one of the events, were right away given the response type “reasoning blocking.” This was done to make sure that these responses were not considered as “missing data”. Participants were given 60 seconds to complete this experiments and researchers recorded each participant’s answer. In Experiment 2, the generation of counterfactual thoughts was evaluated by asking the participants to write down possible alternative ways in which they could have arrived in time to buy the stereo system; these could be either new alternatives for example “If only I had called and made a reservation in advance” or alternatives that changed one of the “unfortunate” events for example, “If only I hadn’t been speeding”. Participants were given five minutes to complete this experiment. The number of different counterfactual thoughts that were formed was logged by two separate researchers, who filtered which of the participants answers were logical CFT answers and which ones were illogical or strange answers. The Counterfactual Inference Test (CIT), was lastly done to measure the ability to generate counterfactually resulting

In this study, seventy-five people were recruited from several sites in Coffee County, which included various sectors of South Georgia State College and a pediatric office in Douglas. The sample consisted of thirty-eight males and thirty-seven females. The ethnicities represented in this study consisted of twenty-eight Caucasians, nineteen African Americans, twenty Hispanics, and eight other participants who selected other as their ethnicity. The mean age was, (M=23.0133; SD=6.16769).

34 college students (ages 18-27) were recruited from the general student population of the University of North Texas

The target population for this study were forty White people from Colorado State University. The use of only white people was because they wanted to reflect the ethnic diversity of Colorado State University. In the year 2013-2014, Colorado State University undergraduates had 22,565 students and 74.36% considered them as white and 2.09% considered them as Black. In the second experiment, fifty-nine participants from Colorado State University participated in this experiment that had course credit in Introductory Psychology. This was a non-probability sample because this does not give all the individuals in the population equal chances of being selected. They only used one college and this college was not as diverse.

How should we engage in such speculation safely without overstepping our bounds? This question is particularly important in law—we don’t want to equip judges with the power to engage in pure, unbounded speculation. Sometimes the cost of speculation is high, but the cost of abnegation may be higher. I certainly hope that the first section, which offered examples that were intended to demonstrated the indispensability of counterfactual reasoning, was convincing enough to suggest that we indeed do sometimes need to engage in the enterprise. I certainly do not advocate that we engage in counterfactual reasoning recklessly or without care—quite on the contrary, I advocate a keen awareness of our counterfactual reasoning.

Counterfactual means that you describe an event as if it were not the case. Essentially it's removing a a factual part of history to make a point or describe the significance of the group, thing, or idea removed. Writing about historical events in a counterfactual way can have flaws as well as triumphs.

The study was based on participants from Los Angeles County and took place at the University