Description
Analyze a journal article in your career specialization that reports one of these statistical tests: correlation, t-tests, and one-way analysis of variance (ANOVA). In a maximum of 600 words using the DAA Template, provide a summary of the research study, identify the variables, articulate the research question and hypotheses, interpret the test statistic, and provide conclusions as well as the strengths and limitations of the study.
Note: Completing this journal article summary requires the knowledge and experience gained from completing the other four assessments in this course. Therefore, you must complete these assessments prior to beginning work on Assessment 5.
By the time you have finished the first four assessments, you will have studied three fundamental statistics used in research, including correlation, t-tests, and one-way analysis of variance (ANOVA). You are now prepared to analyze a journal article in your career specialization that reports one of these statistical tests.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
- Competency 1: Analyze the computation, application, strengths and limitations of various statistical tests.
- Locate a scholarly journal article in a career specialization that reports a correlation, a t-test, a one-way ANOVA, or some combination.
- Generate a conclusion that includes strengths and limitations of the journal article.
- Competency 2: Analyze the decision-making process of data analysis.
- Provide context for the research study, including a definition of variables and scales of measurement.
- Identify assumptions of the statistic reported in the journal article.
- Competency 3: Apply knowledge of hypothesis testing.
- Articulate the research question, null hypothesis, alternative hypothesis, and alpha level.
- Competency 4: Interpret the results of statistical analyses.
- Report the results of the journal article, interpreting the statistic against the null hypothesis.
- Competency 7: Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.
- Communicate in a manner that is concise and professional and that makes proper use of APA formatting.
The intent of this assessment is to:
- Expose you to professional literature in your discipline.
- Provide practice in the interpretation of statistical results contained in an empirical (data-based) journal article.
- Provide practice in writing and thinking in a concise and economical manner that is typical of scientific discourse.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Application of Statistics
- How would you evaluate your current level of statistics anxiety relative to your initial level while working on your first assessment of the course?
- How has your view of statistics changed from the beginning of the course?
- How can you use statistics in your career.
- Do you have a different perception than you initially did?
Required Resources
For this assessment, you will identify a published research article in the print literature. Your article must be based on empirical (data-based) research; qualitative or purely descriptive research is not appropriate. Select a journal article in your career specialization that reports a correlation, a t-test, a one-way ANOVA, or some combination of these test statistics. The library guides listed in the Resources area can help you to locate appropriate articles.
The intent of this assessment is to:
- Expose you to professional literature in your discipline.
- Provide practice in the interpretation of statistical results contained in an empirical (data-based) journal article.
- Provide practice in writing and thinking in a concise and economical manner that is typical of scientific discourse.
You will summarize the article in a maximum of 600 words using the DAA Template located in the Resources area under the Required Resources heading. Specific instructions for completing each section of the DAA Template are listed below.
You may use some of the author's own words to summarize the article with proper citation, but avoid lengthy direct quotes (such as copying multiple sentences or paragraphs verbatim). You should not exceed the limit of 600 words. This is a situation where less is better.
Step 1: Write Section 1 of the DAA
- Provide a brief summary of the journal article.
- Include a definition of the specified variables (predictor, outcome) and corresponding scales of measurement (nominal, continuous).
- Specify the sample size of the data set.
- Discuss why the journal article is relevant to your career specialization.
Step 2: Write Section 2 of the DAA
- Discuss the assumptions of the statistical test used in the journal article.
- If possible, identify information in the article about how these assumptions were tested.
- If no information on assumptions is provided, consider this as a limitation of the reported study.
Step 3: Write Section 3 of the DAA
- Specify the research question from the journal article.
- Articulate the null hypothesis and alternative hypothesis.
Step 4: Write Section 4 of the DAA
- Report the results of the statistical test using proper APA guidelines. This includes:
- The statistical notation (such as r, t, or F).
- The degrees of freedom.
- The statistical value of r, t, or F, and the p value.
- Report the effect size and interpretation if one is provided.
- Interpret the test statistic with regard to the null hypothesis.
Step 5: Write Section 5 of the DAA
- Discuss the conclusions of the statistical test as it relates to the research question.
- Conclude with an analysis of the strengths and limitations of the study reported in the journal article.
Explanation & Answer
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Psychological Science
http://pss.sagepub.com/
Effects of Violent Video Games on Aggressive Behavior, Aggressive Cognition, Aggressive Affect,
Physiological Arousal, and Prosocial Behavior: A Meta-Analytic Review of the Scientific Literature
Craig A. Anderson and Brad J. Bushman
Psychological Science 2001 12: 353
DOI: 10.1111/1467-9280.00366
The online version of this article can be found at:
http://pss.sagepub.com/content/12/5/353
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PSYCHOLOGICAL SCIENCE
General Article
EFFECTS OF VIOLENT VIDEO
GAMES ON AGGRESSIVE
BEHAVIOR, AGGRESSIVE
COGNITION, AGGRESSIVE
AFFECT, PHYSIOLOGICAL
AROUSAL, AND PROSOCIAL
BEHAVIOR:
A Meta-Analytic Review of the
Scientific Literature
By Craig A. Anderson and Brad J. Bushman
Iowa State University
Research on exposure to television and movie violence suggests that
playing violent video games will increase aggressive behavior. A metaanalytic review of the video-game research literature reveals that violent
video games increase aggressive behavior in children and young adults.
Experimental and nonexperimental studies with males and females in
laboratory and field settings support this conclusion. Analyses also
reveal that exposure to violent video games increases physiological
arousal and aggression-related thoughts and feelings. Playing violent
video games also decreases prosocial behavior.
Paducah, Kentucky. Jonesboro, Arkansas. Littleton, Colorado.
These three towns recently experienced similar multiple school
shootings. The shooters were students who habitually played
violent video games. Eric Harris and Dylan Klebold, the Columbine High School students who murdered 13 people and
wounded 23 in Littleton, before killing themselves, enjoyed
playing the bloody video game Doom. Harris created a customized version of Doom with two shooters, extra weapons, unlimited ammunition, and victims who could not fight back—features
that are eerily similar to aspects of the actual shootings.
The authors contributed equally to this article. Address correspondence to
either author at Iowa State University, Department of Psychology, W112 Lagomarcino Hall, Ames, IA 50011-3180; e-mail: caa@iastate.edu or bushman@
iastate.edu. Questions about specific aspects of the meta-analyses should be
addressed to Brad J. Bushman.
VOL. 12, NO. 5, SEPTEMBER 2001
The one positive result of these tragedies is the attention
brought to the growing problem of video-game violence, from
the newsroom to the U.S. Senate (2000). At a Commerce Committee hearing, several researchers testified that there are indeed
valid reasons, both theoretical and empirical, to be concerned
about exposing youths to violent video games (Anderson, 2000).
Video-game industry leaders deny the harmful effects of
their products. For example, in a May 12, 2000, CNN interview
on The World Today, Doug Lowenstein, president of the Interactive Digital Software Association, said, “I think the issue has
been vastly overblown and overstated, often by politicians and
others who don’t fully understand, frankly, this industry. There
is absolutely no evidence, none, that playing a violent video
game leads to aggressive behavior.”
There is one grain of truth in the industry’s denials. Specifically, the fact that some highly publicized school killings were
committed by individuals who habitually played violent video
games is not strong evidence that violent video games increase aggression. Society needs solid scientific evidence in addition to
such case studies. And here is where media researchers and the
video-game industry differ. Research evidence has been slowly accumulating since the mid-1980s. This article reviews the research.
DEFINITIONS
Key terms used by the research community often mean
something different to the general public and public policyCopyright © 2001 American Psychological Society
353
PSYCHOLOGICAL SCIENCE
Meta-Analytic Review of Video-Game Violence
makers. In this article, we use the following, more precise,
meanings common to media-violence researchers.
Violent Media
Violent media are those that depict intentional attempts by
individuals to inflict harm on others. An “individual” can be a
nonhuman cartoon character, a real person, or anything in between. Thus, traditional Saturday-morning cartoons (e.g., “Mighty
Mouse,” “Road Runner”) are filled with violence.
Aggression
Aggression is behavior intended to harm another individual
who is motivated to avoid that harm. It is not an affect, emotion, or aggressive thought, plan, or wish. This definition excludes accidental acts that lead to harm, such as losing control
of an auto and accidentally killing a pedestrian, but includes
behaviors intended to harm even if the attempt fails, such as
when a bullet fired from a gun misses its human target.
Violence
Violence refers to extreme forms of aggression, such as
physical assault and murder. All violence is aggression, but not
all aggression is violence.
VIDEO-GAME STATISTICS
The U.S. population consumes much media violence.
Youths between the ages of 8 and 18 spend more than 40 hr per
week using some type of media, not counting school or homework assignments (Rideout, Foehr, Roberts, & Brodie, 1999).
Television is most frequently used, but electronic video games
are rapidly growing in popularity. About 10% of children aged
2 to 18 play console and computer video games more than 1 hr
per day (Rideout et al., 1999). Among 8- to 13-year-old boys,
the average is more than 7.5 hr per week (Roberts, Foehr, Rideout, & Brodie, 1999).
College students also play lots of video games. The Cooperative Institutional Research Program (1998, 1999) found that in
1998, 13.3% of men entering college played at least 6 hr per
week as high school seniors. By 1999, that figure had increased
to 14.8%. Furthermore, 2% of the men reported playing video
games more than 20 hr per week in 1998. In 1999, that figure
increased to 2.5%.
Although the first video games emerged in the late 1970s,
violent video games came of age in the 1990s, with the killing
games Mortal Kombat, Street Fighter, and Wolfenstein 3D. In
all three games, the main task is to maim, wound, or kill opponents. The graphics (e.g., blood) and sounds (e.g., screams) of
these games were cutting-edge at the time of their introduction.
By the end of the 20th century, even more graphically violent
games became available to players of all ages (Walsh, 1999).
Numerous educational, nonviolent strategy, and sports games
exist, but the most heavily marketed and consumed games are
354
violent ones. Fourth-grade girls (59%) and boys (73%) report
that the majority of their favorite games are violent ones
(Buchman & Funk, 1996).
Another problem involves the lack of parental oversight.
Teens in grades 8 through 12 report that 90% of their parents
never check the ratings of video games before allowing their purchase, and only 1% of the teens’ parents had ever prevented a
purchase based on its rating (Walsh, 2000). Also, 89% reported
that their parents never limited time spent playing video games.
Ratings provided by the video-game industry do not match
those provided by other adults and game-playing youngsters.
Many games involving violence by cartoonlike characters
are classified by the industry as appropriate for general audiences, a classification with which adults and youngsters disagree (Funk, Flores, Buchman, & Germann, 1999).
VIOLENCE ON TELEVISION AND AT THE MOVIES
Five decades of research into the effects of exposure to violent television and movies have produced a thoroughly documented and highly sophisticated set of research findings. It is
now known that even brief exposure to violent TV...
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