Note: I have uploaded the necessary materials for completing the paper. Task: Answer the question below. This section contributes 60% to your mark. For the highest marks, students will go beyond the material provided in the lecture to support their answer. The recommended word count is 1000 words.
Q1. Critically assess Duncan’s position that the prefrontal cortex is the seat of general intelligence.
Essay structure:
1. **Thesis Statement**:
Begin with a clear and concise thesis statement that outlines the main argument or perspective of the essay. This should include whether the essay will support, refute, or analyze Duncan’s position regarding the prefrontal cortex and general intelligence.
2. **Research and Sources**:
Conduct thorough research using reputable academic sources, such as peer-reviewed journal articles and books. Include studies that support and challenge Duncan’s theory as well as alternative theories like the Extended Parieto-Frontal Integration Theory (ExtPFIT).
Ensure all sources are up-to-date and provide diverse perspectives on the topic.
3. **Critical Analysis**:
Critically analyze Duncan’s position and any supporting evidence. Discuss the strengths and potential weaknesses of his arguments.
Compare and contrast Duncan’s model with alternative theories. Evaluate the evidence for these theories and discuss their implications for understanding general intelligence.
4. **Structure and Organization**:
Use a clear and logical structure with sections for the introduction, definitions, main arguments, critiques, alternative models, and conclusion.
Each section should have a clear purpose and contribute to the overall argument of the essay.
5. **In-depth Discussion**:
Provide a detailed discussion of the prefrontal cortex’s role in general intelligence and how it compares to other brain regions involved in cognitive processes.
Explore the implications of these theories for the broader field of cognitive psychology and potential real-world applications.
6. **APA 7th Edition Formatting**:
Follow APA 7th edition guidelines for in-text citations and the reference list. Ensure all sources cited in the text appear in the reference list with correct formatting.
Use appropriate headings and subheadings, formatted according to APA style, to organize the content.
7. **Language and Tone**:
Use formal, academic language throughout the essay. Ensure clarity and precision in writing.
Maintain an objective tone, especially when evaluating different theories and evidence.
8. **Conclusion**:
Summarise the key points discussed in the essay, reinforcing the thesis statement.
Offer insights or recommendations for future research or exploration in the field of general intelligence.
DO’s:
- Say what you are going to say (with definitions; introduction), say it (main body of text), and then tell the reader what you have said (conclusion).
- Leave signposts along the way (statements as to the relevancy to the question of the point you are making).
- When describing key studies, provide the necessary information on the aims, methods, findings and conclusions of the research, and how it relates to the essay question.
DON’Ts:
- Do not start your essay without knowing your answer to the question so that you can appropriately select how to weight each point.
- Do not start your answer without having considered a definition of intelligence.
- Do not write down everything you know about intelligence – select content appropriately.
You will be marked on:
- Structure and clarity.
- Content – Level of understanding of points mentioned – Evidence of wider reading.
- Sophistication of answer.
Lecture sources for Q1:
Duncan, J., Emslie, H., Williams, P., Johnson, R., & Freer, C. (1996).
Intelligence and the frontal lobe: The organization of goal-directed behavior. Cognitive psychology, 30(3), 257-303.
Duncan, J. (2005). Prefrontal cortex and Spearman’s g. Measuring the mind: Speed, control, and age, 249-272.
Duncan, J. (2010), How Intelligence Happens (New Haven: Yale University Press).