https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_st

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/apa_powerpoint_slide_presentation.html

my topic is on

TOPIC: THE NEUROBIOLOGY OF ADDICTION

Grading (100 points total)

Allocation of Points

• Introduction and background: (15 points)
  • In this section you must provide an overview of seminal literature in the field you are researching. At least two empirical citations are required, and you need to present clear definition of new topics. For example, let’s say you are presenting on memory. In that case you will need a definition of memory and how it relates to the research question and hypothesis.
  • Expect 2-4 slides
  • The last slide of your introduction should be one with your research question and hypothesis
• Method: (15 points)
  • In this section you are providing enough information so that we can follow your logic. If we had the resources, we should be able to actually conduct the study you are proposing.
  • Use the smart art feature in ppt to develop a visual schematic of your design. Remember you design must be a 2 x 2- that is, two independent variables and each must have at least two levels. If you are using a subject variable, then you will have a mixed 2×2 since you are not going to manipulate.
  • Dependent variables must be explained in enough detail so that we understand what you are measuring.
  • This section should include at least one citation
• Results: (15 points)
  • Consider separating each predictive finding into a table or figure and using one graphic display per slide.
  • This section should include at least one citation
• Conclusions/Questions: (15 points)
  • The conclusion is where you get to be extra creative and dream big! In this section you should explain what you think the predictive findings are helpful to field.
  • This section should answer:
    • Why should we care about your ideas? How will they help scientists working in this field?
    • Why is this important to you, your group, the class, the field at large?
    • What critical question does this information
    • How did this process help you better understand the topic at hand?
    • What is a future direction in the field?
    • What unanswered questions do you all have?
  • Tells a story (flow): 10 points
  • Visual Presentation: 10 points
  • Spoken Presentation: 10 points
  • Ability to answer questions: 10 points

Guidelines on Presentation

1. Read your papers very carefully, several times. You will likely need to do some background reading from the textbook, and you may need to look up some terms in the glossary or a medical dictionary.
2. You should become the expert on your articles (the ones cited in your presentation)- you should know the details in it as if you wrote it yourself. We do not expect (or want) you to give us all the details in your presentation, however, if I ask you a question about the details, you should know them.
3. Plan your presentation to last no longer than 10-15 minutes.
4. Prepare your presentation in PowerPoint (or alternative). Use color and graphics as well, but don’t make your slides too busy – we don’t want to be distracted from your content.
5. Your presentation should tell a story. It should include necessary background information, the research question, methods, results, and conclusions. End with some questions. These could be questions you have that the paper didn’t answer, new questions that are raised by the research, problems that you identified with the study, or general discussion questions.
6. Methods are very important. Present (or know) enough detail so that your audience clearly understands what was done. One way to do this is to pretend that we are subjects and demonstrate the procedures as much as possible.
   1. A phrase I like to hear is “If you were a subject in this experiment, you would…”. This “experiential” approach also makes your presentation more interesting for your audience.
7. Results are also very important. Present your predictive results in a way that is easy for your audience to grasp – often this will be done with a graph or table. When you show us a graph or a table, use your fingers (or a pointer) to show us what is interesting about it, which points you want us to compare, and explain to use what the data tell us.
8. Expect questions and interruptions. It is ok to say that you don’t know the answer to a question (I do it all the time).
9. Practice your presentation. Maintain eye contact; speak clearly and loudly enough for us to hear you. You will not be allowed to read from notes, but I will let you use cue cards if needed (not recommended). Often your slides can act as cue cards as well.

Please use these references

References

Ceceli, A. O., Bradberry, C. W., & Goldstein, R. Z. (2022). The neurobiology of drug addiction: Cross-species insights into the

dysfunction and recovery of the prefrontal cortex. Neuropsychopharmacology, 47(1), 276–291.

https://doi.org/10.1038/s41386-021-01153-9

Hayes, A., Herlinger, K., Paterson, L., & Lingford-Hughes, A. (2020). The neurobiology of substance use and addiction:

Evidence from neuroimaging and relevance to treatment. BJPsych Advances, 26(6), 367–378. https://doi.org/10.1192/bja.2020.68

Koob, G. F. (2021). Neurobiology of addiction. FOCUS, 9(1), 55–65. https://doi.org/10.1176/foc.9.1.foc55

Koob, G. F., Kandel, D. B., Baler, R. D., & Volkow, N. D. (2020). Neurobiology of addiction. In A. Tasman, M. B. Riba, R. D.

Alarcón, C. A. Alfonso, S. Kanba, D. M. Ndetei, C. H. Ng, T. G. Schulze, & D. Lecic-Tosevski (Eds.), Tasman’s Psychiatry (pp.

1–51). Springer International Publishing. https://doi.org/10.1007/978-3-030-42825-9_29-1

Koob, G. F., & Simon, E. J. (2021). The neurobiology of addiction: Where we have been and where we are going. Journal of

Drug Issues, 39(1), 115–132. https://doi.org/10.1177/002204260903900110

Miela, R., Cubała, W. J., Mazurkiewicz, D. W., & Jakuszkowiak-Wojten, K. (2021). The neurobiology of addiction. A

vulnerability/resilience perspective. The European Journal of Psychiatry, 32(3), 139–148.

https://doi.org/10.1016/j.ejpsy.2018.01.002

Rutherford, H. J. V., Potenza, M. N., & Mayes, L. C. (2023). The neurobiology of addiction and attachment. In N. E. Suchman,

M. Pajulo, & L. C. Mayes (Eds.), Parenting and Substance Abuse (pp. 3–23). Oxford University Press.

https://doi.org/10.1093/med:psych/9780199743100.00…

Uhl, G. R., Koob, G. F., & Cable, J. (2020). The neurobiology of addiction. Annals of the New York Academy of Sciences,

1451(1), 5–28. https://doi.org/10.1111/nyas.13989

Volkow, N. D., & Boyle, M. (2022). Neuroscience of addiction: Relevance to prevention and treatment. American Journal of

Psychiatry, 175(8), 729–740. https://doi.org/10.1176/appi.ajp.2018.17101174