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Learning styles: What are the effects of teaching to students’ learning styles? Will teaching to students’ learning styles help them learn better? Media: What are the effects of media? Is media bad for adolescents? Parenting: What are the effects of strict parenting? Is strict parenting good for adolescents? Schools: What are the effects of large and small school sizes? Are large schools better for adolescents? Sex talk: What are the effects of talking about sex (e.g., sex ed)? Will talking about sex make adolescents want to have sex? Complete the following steps: 1. First, type the topic you selected for your Mythbusters project at the top, center of the page, and use it to guide your literature search. 2. Next, using the University Libraries databases (e.g., PsycInfo, PubMed, etc.), search for at least 5 peer-reviewed research articles. Your articles should be specific to your Mythbusters topic and adolescence. Use keywords to help you find relevant articles. The articles you find are like “data” you collect to determine whether your myth is fact or fiction. When you search the databases, make sure your filters are set for “peer-reviewed.” 3. For each source, write the following for your annotations: Reference: Use APA style to list the reference. See the APA style cheat sheet on Canvas or Purdue’s Online Writing Lab for examples. Summary: Write a brief (~1 paragraph) objective summary of the peer-reviewed research article, describing the purpose (i.e., what were the goals of the study), methods (i.e., what study design, subjects, outcomes, and other strategies were used to answer the research question), results (i.e., what were the findings or answers to the study’s research question), and relevance (i.e., how does the study address your Mythbusters topic and adolescence). Should be ~3-4 pages long, objective (i.e., not opinion), and written in 3rd person. Number each source and delineate the sections of the summary, including the purpose, methods, results, and relevance.