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Learning APA Style: Basic

Learning APA Style: Basic ver. An instructional guide for Learning the style rules of the Publication Manual (6th ed.). of the American Psychological Association . LET . Seijiro SUMI, 2010. 1.. 4. 2. APA Style .. 4. 3.. 5. Title .. 5. Abstract .. 5. Introduction .. 5. Method .. 6. Results .. 6. Discussion .. 7. References .. 7. Footnotes .. 7. Tables & Figures .. 7. 4. Format .. 7. Level of Heading .. 7. 5. References .. 8.. 8. Books .. 9. Journals .. 10. LET .. 11. 6. Citation .. 11.. 11.. 11.. 12. 7. Tables and Figures .. 13. Tables .. 13. Figures .. 14. Table Figure X.. 15. 8 Seriation .. 15. 9. Others .. 16. Tense (APA, 2009, p. 65 66) .. 16. that which (APA, 2009, p. 83) .. 16. Hyphenation (APA, 2009, p. 97) .. 16. em dash .. 17. en 17. Capitalization .. 17. Seijiro SUMI, 2010 2.. 18. (APA, 2009b, , p. 108) .. 18.. 18.. 18. Plagiarism and Self-Plagiarism .. 19.. 19.. 19. APA 2010 9 10 .. 20.. 20. Seijiro SUMI, 2010 3.

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Transcription of Learning APA Style: Basic

1 Learning APA Style: Basic ver. An instructional guide for Learning the style rules of the Publication Manual (6th ed.). of the American Psychological Association . LET . Seijiro SUMI, 2010. 1.. 4. 2. APA Style .. 4. 3.. 5. Title .. 5. Abstract .. 5. Introduction .. 5. Method .. 6. Results .. 6. Discussion .. 7. References .. 7. Footnotes .. 7. Tables & Figures .. 7. 4. Format .. 7. Level of Heading .. 7. 5. References .. 8.. 8. Books .. 9. Journals .. 10. LET .. 11. 6. Citation .. 11.. 11.. 11.. 12. 7. Tables and Figures .. 13. Tables .. 13. Figures .. 14. Table Figure X.. 15. 8 Seriation .. 15. 9. Others .. 16. Tense (APA, 2009, p. 65 66) .. 16. that which (APA, 2009, p. 83) .. 16. Hyphenation (APA, 2009, p. 97) .. 16. em dash .. 17. en 17. Capitalization .. 17. Seijiro SUMI, 2010 2.. 18. (APA, 2009b, , p. 108) .. 18.. 18.. 18. Plagiarism and Self-Plagiarism .. 19.. 19.. 19. APA 2010 9 10 .. 20.. 20. Seijiro SUMI, 2010 3.

2 1.. APA American Psychological Association APA . APA Style .. APS Style . APA Style ( ) .. APA Style 6 .. APA (2009a, 2009b) . 2. APA Style . APA Style 7 1929 . 2009 6 . APA Style . APA (2001) . This standardization has greatly facilitated the communication of new ideas and research and simplified the tasks of publishers, editors, authors, and readers as well as enabled linkages of electronic files across articles and across publishers. (p. xxi). 6 . (APA, 2009) . Research is complete only when the results are shared with the scientific community .The scientific journal is the repository of the accumulated knowledge of a field (p. 9). APA Style 3 . These long-standing principles are designed to achieve three goals: to ensure the accuracy of scientific knowledge, to protect the rights and welfare of research participants, and to protect intellectual property rights. (APA, 2009, p. 11). Seijiro SUMI, 2010 4. 3.

3 6 . we describe a set of reporting standards relating to the material recommended to appear in (a) the abstract; (b) the introduction of the research problem; (c) subsections of the method section describing the characteristics of the participants; sampling procedures; sample size, power, and precision; measures and covariates; and the general descriptor of the research design; (d) the statistical results; and (e) the discussion of results. (APA, 2009, p. 22). Title (APA, 2009, p. 23) .. 12 . A Study of An Experimental Investigation of . method results . Abstract (APA, 2009, p. 26) .. (the problem under investigation) .. (APA, 2009, pp. 26 27) . Introduction . APA, 2009, p. 27 .. Seijiro SUMI, 2010 5.. Method Participants or Subjects Procedures .. Results .. (Recruitment). *.. * APA Style . complete reporting of all tested hypotheses and estimates of appropriate effect sizes and confidence intervals are the minimum expectations for all APA journals (APA, 2009, p.)

4 33). (2008) .. Seijiro SUMI, 2010 6. Discussion Introduction . limitations Conclusion . References . Footnotes APA Style footnote . endnote APA Style Content footnotes . References (APA, 2009, , pp. 37 38) LET endnote .. Tables & Figures APA Style Footnotes 1 . LET .. 4. Format Level of Heading APA Style 3 . APA (2009, , p. 62) . Level Format 1 Centered, Boldface, Uppercase and Lowercase Heading 2 Flush Left, Boldface, Uppercase and Lowercase Heading 3 Indented, boldface, lowercase paragraph heading ending with a period. LET . Level Format 1 1. Flush Left, Boldface, Uppercase and Lowercase Heading 2 Flush Left, Boldface, Uppercase and Lowercase Heading 3 Flush left, boldface, lowercase except the first word Seijiro SUMI, 2010 7. 5. References . APA Style author-date citation system .. ( ). : . : . LET . LET ( ).. ( . ) .. 7 8 . 6 . & (APA, 2009b, , p. 184, , APA, 2009b, [2], p. 198) .. DOI (digital object identifiers).

5 DOI .. The DOI System ( ). Author, A. A., Author, B. B., & Author, C. C. (year). Title of article: Title of Periodical, xx, pp pp. doi . DOI URI . 6 . Seijiro SUMI, 2010 8. Author, A. A., Author, B. B., & Author, C. C. (year). Title of article: Title of Periodical, xx, pp pp. Retrieved from em dash ( ) hyphen (-) en dash ( ) . LET . APA (2009, Chapter 7).. Books . Karmiloff-Smith, A. (1992). Beyond modularity: A developmental perspective on cognitive science. Cambridge, MA: MIT Press. 2 7 . Huston, A. C., Wartella, E., Donnerstein, E., Scantlin, R., & Kotler, J. (1998). Measuring the effects of sexual content in the media: A report to the Kaiser Family Foundation. Oakland, CA: The Kaiser Family Foundation. 8 . Author, 1., Author 2., Author, 3., Author, 4., Author, 5., Author, 6., Author, X. (year). Title of work. Book title. Location: Publisher.. 7 . (ampersand, &) . doi .. Reis, H. T., & Shaver, P. (1988).

6 Intimacy as an interpersonal process. In S. Duck (Ed.), Handbook of personal relationships: Theory, research, and interventions (pp. 367 389). Chichester, UK: Wiley. 2 . Berndt, T. J., & Savin-Williams, R. C. (1993). Peer relations and friendships. In P. H. Tolan & B. J. Kohler (Eds.), Handbook of clinical research and practice with adolescents (pp. 203 219). Oxford, England: Wiley. Seijiro SUMI, 2010 9. 3 7 . Boneva, B. S., Quinn, A., Kraut, R. E., Kiesler, S., & Shklovski, I. (2006). Teenage communication in the Instant Messaging era. In R. Kraut, M. Brynin, & S. Kiesler (Eds.), Computers, phones, and the Internet: Domesticating information technology (pp. 201 218). Oxford: Oxford University Press.. In [ ]. [ ] .. 1 In S. Duck (Ed.), . 2 In P. H. Tolan & B. J. Kohler (Eds.), . & 2 & . ( , ) . 3 7 In R. Kraut, M. Brynin, & S. Kiesler (Eds.), . & ( , ) . 8 6 8 .. doi . Journals Herbst-Damm, K. L., & Kulik, J.

7 A. (2005). Volunteer support, martial status, and the survival times of terminally ill patients. Health Psychology, 24, 225 229.. ( . ) .. , ( ), .. doi URL Retrieved from URL ( . ) . Seijiro SUMI, 2010 10. LET . LET LET .. 6. Citation . APA Style author-date citation system .. 2 3. 5 2 1 . et al. 6 1 . et al. (APA, 2009b, , p. 175) . 2 .. and &.. para.. Basu and Jones (2007) went so far as to suggest the need for a new intellectual framework in which to consider the nature and form of regulation in cyberspace (para. 4).. Egbert (2005) mentioned that CALL means learners Learning language in any context with, through, and around computer technologies (p. 4).. 40 .. Seijiro SUMI, 2010 11.. Crookall, Coleman, and Oxford (1992) provide one of the most articulate admonishments to researchers to pay attention to the dynamics of the entire teaching and Learning context, not just the machine or the machine and a learner.

8 (Meskill, 2005, p. 33).. and . and ( , ) .. (APA, 2009, , p. 171) .. The shift from regression in the previous study to structural equation modeling in the present study made it possible to estimate a reciprocal relationship between variables (Bollen, 1989; Holbert &. Stephenson, 2002). (Yan, 2006, p. 425). One study has shown that preschoolers who are low on shyness have higher creativity scores (Kemple, David, & Wang, 1996). (Raine et al., 2002).. 2 & & . , Holbert & Stephenson, 2002 . 3 5 . & . (Kemple, David, & Wang, 1996).. Seijiro SUMI, 2010 12. 7. Tables and Figures Tables (Henning, et al., 2005, p. 19).. Table X X . X . Table X .. Note. The participants responses. [general note]. a n = 25. bn = 42. [specific note]. *p < .05. **p < .01. [probability note]. Nicol and Pexman (2009b) .. (APA, 2009b, , p. 128) Note.. Seijiro SUMI, 2010 13. Adapted from article's title, by A. Author, B., Author, and C. Author, year, Journal Name, xxx, p.

9 Xxx. Copyright year by the Publisher. (Table continues) . (Table continued) (Nicol & Pexman, 2009b, p. 9, , Nicol & Pexman, 2009b, pp. 141 142) . Nicol and Pexman (2009b) . Figures (Yan, 2006, p. 420).. Figure X. X . Figure X. X Table . Figure X.. (figure legends) 8 14 . (sans serif) . Arial .. (APA, 2009, , p. 128) .. Seijiro SUMI, 2010 14. Adapted from article's title, by A. Author, B., Author, and C. Author, year, Journal Name, xxx, p. xxx. Copyright year by the Publisher. Nicol and Pexman (2009a) . Table Figure X.. Table Figure X.. Table Figure .. APA Figure .. 8 Seriation APA Style . (APA, 2009b, , p. 64) .. The participant's three choices were (a) working with another participant, (b) working with a team, and (c) working alone.. Using the learned helplessness theory, we predicted that the depressed and nondepressed participants would make the following judgments of control: 1. Individuals [paragraph continues].

10 2. Nondepressed persons exposed [paragraph continues]. 3. Depressed persons exposed [paragraph continues]. 4. Depressed and nondepressed participants in the no-noise [paragraph continues].. In accordance with this theory, these relations should be marked by equity, social justice, and equal opportunity;. sensitivity to individual differences and promotion of a goodness-of-fit between individually different people and contexts;. Seijiro SUMI, 2010 15. affirmative actions to correct ontogenetic or historical inequities in person-context fit;. efforts to recognize and celebrate diversity; and promotion of universal participation in civic life, and hence democracy (Lerner, Balsano, Banik, &. Naudeau, 2005, p. 45).. (APA Style, 2009, , p. 64) .. The participant's three choices were (a) working with another participant, (b) working with a team, and (c) working alone.. We tested three groups: (a) low scorers, who scored fewer than 20 points; (b) moderate scorers, who scored between 20 and 50 points; and (c) high scorers, who scored more than 50 points.


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