Psychology assignment. please read through the instructions carefully.
Recording and analyzing behavior Due Date: As indicated in the Syllabus. What is this assignment about? You will collect data on a specific behavior being displayed by children on online/Netflix/TV/cable shows, do a simple analysis of the data, and then answer some questions. The behavior to be observed is prosocial behavior. You will be asked to think about: · to what extent prosocial behavior is depicted on television (or online); · whether one gender displays more prosocial behavior than the other gender; · and the consequences being experienced by each gender. How do I define prosocial behavior? Before watching the shows, write a comprehensive operational definition of what you mean by prosocial behavior. Remember, you are observing behavior (so your definition shouldn’t mention thoughts or feelings or motivations because these are not things that we can observe). Your definition must be clear enough so that someone else could use your definition while watching the same shows and derive the same results. Using this definition, you will count the number of instances of prosocial behavior being displayed by a boy or by a girl on each show. How do I collect the data? Choose an episode (online, TV, etc.) with a child actor (about 3 to 12 years of age) (not an infant, teen or adult, and not cartoon characters). e.g., some students have suggested Full house, Modern family, or Ozark. You are not looking for a documentary-style show or cartoons. You need two different shows that each have a boy actor and two different shows that each have a girl actor. So, you will watch four different shows, in total. Watch each show for 10 continuous minutes. (Consider recording the shows or choosing shows that are available online as you may find it useful to re-watch segments for more accurate observations.) You can start watching at any point in the episode, such as when the child actor first appears onscreen – it doesn’t have to be at the beginning of the show. During the 10 minute time span: 1. count the number of instances of prosocial behavior being displayed by the child that you have chosen. 2. note whether the consequence following each example of prosocial behavior is positive (e.g., a reward of some type), negative (e.g., a punishment of some type), or neutral (i.e., no consequences). 3. Enter this information (typed) on the Record Form. See Sheet 1 of Record Form. Record your name, ID number, and section number on the Form because you will submit it as part of your assignment. a. Note that Section 1 is for information about the behavior of boys and Section 2 for girls. b. Enter the name of each show that you watched on the left hand side of the Form. c. If you did not observe any example of the behavior, enter the number zero in the cell – do not leave it blank. How do I analyze my data? So, your form now contains the total number of instances of prosocial behaviour, positive consequences, negative consequences, and neutral/no consequences for each of two boys AND for two girls. FOR THE BOYS AND THEN FOR THE GIRLS: Calculate the mean (i.e., average) score across shows for the prosocial behaviours. Calculate the mean (i.e., average) score across shows for the positive consequences, and then for the negative consequences, and then for neutral/no consequences. The mean score is calculated by adding the totals across the two shows for a particular category and then dividing by the number of shows (i.e., 2). Questions to Answer Answer the questions in your own words; do not copy from any source. 1. State your operational definition of prosocial behavior. Describe one example of this behavior in a show that you watched. 2. a. Define what is meant by the term experimental design. b. Is the method that you used in this assignment an example of an experimental design? Why or why not? 3. Describe using words the numbers that you recorded on the Observation Record Form. However, don’t explain what you think your results mean, as this is the next question that you will answer. 4. What is the meaning of the results that you found? Read the article by Christakis et al. (2013) that is posted on Moodle: How does this article help you to understand what your results mean? Be sure to use your results to support your conclusions. 5. Name two possible limitations of your study. For example, are there other variables or ways that could have been used to study this issue? Question Value Question 1 2 Question 2a Question 2b 2 2 Question 3 1 point for Record Form 1 point for answer 2 Question 4 5 Question 5 2 TOTAL What to submit? The assignment is to be typed double-spaced using Times Roman 12 point. Put your name at the top of the first page in the left hand corner. Do not use a Title Page. Submit only the answers to the above questions (do not include the questions). In the same file, paste the Record Form after the answers to your questions. Upload the file to Moodle. THE END!! Sheet1 Section 1: Data about boys Frequency of Prosocial BehaviourFrequency of Positive ConsequencesFrequency of Negative ConsequencesFrequency of No Consequences B1Name: Show 1TOTALTOTALTOTALTOTAL B2Name: Show 2TOTALTOTALTOTALTOTAL Mean number of behaviors i.e., (B1 + B2)/2Mean number of Positive Consequences i.e., (B1 + B2)/2Mean number of Negative Consequences i.e., (B1 + B2)/2Mean number of No Consequences i.e., (B1 + B2)/2 Section 2: Data about girls Frequency of Prosocial BehaviourFrequency of Positive ConsequencesFrequency of Negative ConsequencesFrequency of No Consequences G1Name: Show 1TOTALTOTALTOTALTOTAL G2Name: Show 2TOTALTOTALTOTALTOTAL Mean number of behaviors i.e., (G1 + G2)/2Mean number of Positive Consequences i.e., (G1 + G2)/2Mean number of Negative Consequences i.e., (G1 + G2)/2Mean number of No Consequences i.e., (G1 + G2)/2 OBSERVATION RECORD FORM Record your name, ID number, and section number: ________ Sheet2 Sheet3 PEDS20121493 431..438 Modifying Media Content for Preschool Children: A Randomized Controlled Trial WHAT’S KNOWN ON THIS SUBJECT: Children have been shown to imitate behaviors they see on screen. WHAT THIS STUDY ADDS: Modifying what children watch can improve their observed behavior. abstract BACKGROUND: Although previous studies have revealed that preschool- aged children imitate both aggression and prosocial behaviors on screen, there have been few population-based studies designed to reduce aggression in preschool-aged children by modifying what they watch. METHODS: We devised a media diet intervention wherein parents were assisted in substituting high quality prosocial and educational pro- gramming for aggression-laden programming without trying to reduce total screen time. We conducted a randomized controlled trial of 565 parents of preschool-aged children ages 3 to 5 years recruited from community pediatric practices. Outcomes were derived from the Social Competence and Behavior Evaluation at 6 and 12 months. RESULTS: At 6 months, the overall mean Social Competence and Be- havior Evaluation score was 2.11 points better (95% confidence interval [CI]: 0.78–3.44) in the intervention group as compared with the con- trols, and similar effects were observed for the externalizing subscale (0.68 [95% CI: 0.06–1.30]) and the social competence subscale (1.04 [95% CI: 0.34–1.74]). The effect for the internalizing subscale was in a positive direction but was not statistically significant (0.42 [95% CI: 20.14 to 0.99]). Although the effect sizes did not noticeably decay at 12 months, the effect on the externalizing subscale was no longer statistically significant (P = .05). In a stratified analysis of the effect on the overall scores, low-income boys appeared to derive the greatest benefit (6.48 [95% CI: 1.60–11.37]). CONCLUSIONS: An intervention to reduce exposure to screen violence and increase exposure to prosocial programming can positively impact child behavior. Pediatrics 2013;131:431–438 AUTHORS: Dimitri A. Christakis, MD, MPH,a,b Michelle M. Garrison, PhD,a,c Todd Herrenkohl, PhD,d Kevin Haggerty, MSW,d Frederick P. Rivara, MD, MPH,a,b Chuan Zhou, PhD,a,b and Kimberly Liekweg, BAa aCenter for Child Health, Behavior, and Development, Seattle Children’s Research Institute, Seattle, Washington; and Departments of bPediatrics and cHealth Services, and dSchool of Social Work, University of Washington, Seattle, Washington KEY WORDS aggression, TV, preschool, prosocial, behavior ABBREVIATIONS CI—confidence interval SCBE—Social Competence and Behavior Evaluation This trial has been registered at www.clinicaltrials.gov (identifier NCT01459835). www.pediatrics.org/cgi/doi/10.1542/peds.2012-1493 doi:10.1542/peds.2012-1493 Accepted for publication Oct 26, 2012 Address correspondence to Dimitri A. Christakis, MD, MPH, 2001 Eighth Ave Suite 400, Seattle WA 98121. E-mail: dimitri.
[email protected] PEDIATRICS (ISSN Numbers: Print, 0031-4005; Online, 1098-4275). Copyright © 2013 by the American Academy of Pediatrics FINANCIAL DISCLOSURE: The authors have indicated they have no financial relationships relevant to this article to disclose. FUNDING: Funded by a grant from the National Institute for Child Health and Development (to Dr Christakis). Funded by the National Institutes of Health (NIH). COMPANION PAPERS: Companions to this article can be found on pages 439 and 589, and online at www.pediatrics.org/cgi/doi/ 10.1542/peds.2012-1582 and www.pediatrics.org/cgi/doi/10.1542/ peds.2012-3872. PEDIATRICS Volume 131, Number 3, March 2013 431 ARTICLE by guest on October 27, 2016Downloaded from http://www.clinicaltrials.gov mailto:
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[email protected] http://www.pediatrics.org/cgi/doi/10.1542/peds.2012-1582 http://www.pediatrics.org/cgi/doi/10.1542/peds.2012-1582 http://www.pediatrics.org/cgi/doi/10.1542/peds.2012-3872 http://www.pediatrics.org/cgi/doi/10.1542/peds.2012-3872 Preschool-aged children in the United Statesspendanestimated4.4hoursper day watching television at home and in day care settings.1 Although that amount alone might give one pause, equally, and perhaps more concerning, has been the amount of aggression that they watch.2,3 Decades of research rooted in observational theory have revealed that children emulate behav- iors (good and bad) that they see on screen.4–8 Considerable research has established the adverse effects of violent television programming on children’s level of aggression.9–12 Cross-sectional and quasi-experimental studies of tele- vision viewing among school-age chil- dren and adolescents have revealed television viewing to be associated with aggression.13–15 Experimental designs have confirmed that reducing the amount of television children watch can re- duce aggression among 9-year-olds.12,16 Considerably less attention has been given to the effects of television on preschool-aged children; however, lon- gitudinal studies of television viewing before age 5 have revealed it to be a potential risk factor for the sub- sequent development of bullying and aggression measured in early elemen- tary school.10,17–19 As aggressive behav- ior in the early childhood years has been repeatedly linked to violence in later youth and