6<\/p>\n
Research and Critique an Experimental Study<\/p>\n
Prior to beginning work on this assignment, be sure to have read all the required resources for the week.<\/p>\n
Find an experimental research study on the topic chosen in Week One for your Final Research Proposal. You may choose to include an experimental study which was included in the literature review you used in the Week One assignment by searching the reference list for experimental research studies on the topic. However, it is also acceptable to find and include an experimental research study on the topic that is not included in that literature review.<\/p>\n
Identify the specific experimental research design used in the study. Summarize the main points of the experimental research study including information on the hypothesis, sampling strategy, research design, statistical analysis, results, and conclusion(s). Evaluate the published experimental research study focusing on and identifying the specific threats to validity that apply to the chosen study. Explain whether or not these threats were adequately addressed by the researchers. Describe how the researchers applied ethical principles in the research study.<\/p>\n
Experimental Study: Research and Critique<\/p>\n
Caleb Smith<\/p>\n
The University of Arizona Global Campus<\/p>\n
PSY 635 Research Design and Methods<\/p>\n
Dr. Karen Williams<\/p>\n
November 19, 2021<\/p>\n
Introduction<\/p>\n
Media portraying violent content has become part of daily life. Studies have demonstrated that exposure to televised violence increases aggression and real-world violence. However, researchers still debate how exposure to violent media affects the brain and behavior. Alia-Klein et al. (2014) conducted experimental research to determine brain activity when exposed to violent movies compared to emotional content. The authors found that the impact of violent images on the brain depends on individual brain circuitry and level of aggressiveness before exposure. <\/p>\n
Other studies have demonstrated that violent media clips have a significant impact on mental and emotional health. Madan et al. (2014) found that violent movies were significantly associated with higher anxiety scores. By contrast, other studies found weak evidence linking media violence directly to real-world crime, especially for older children and teenagers (Browne & Hamilton-Giachritsis, 2005). This paper will identify the inconsistencies in media violence’s short and long-term impacts on children and teenagers’ emotions, thoughts, and arousal.<\/p>\n
Hypothesis<\/p>\n
Alia-Klein (2014) hypothesized that people process violent media differently depending on whether they possess aggressive traits than non-aggressive people. Notably, people with aggressive tendencies from early predispositions, such as a history of physical assault, react to violent films differently than on-aggressive controls from a healthy population. <\/p>\n
Sampling Strategy<\/p>\n
To test this hypothesis, 54 men with a mean age of 25.15 participated in a structured questionnaire. Using random sampling, males who responded to advertisements were assessed using the phone before being subjected to Brookhaven National Laboratory for inclusion criteria (Alia-Klein et al., 2014). The researchers tested respondents for past or current psychiatric behavior. Based on physical examination and laboratory tests, participants were grouped as either aggressive or non-aggressive. Of the 54 men, only those who had experienced physical fights in the last year and scored 75% or more on the aggression scale were selected for the aggressive category (Alia-Klein et al., 2014). Only males who claimed no involvement in physical fighting and scored 50% or lower on the scale were included in the control or non-aggressive group.<\/p>\n
Research Design<\/p>\n
An experimental research design was used for the study. After splitting the 54 men into two groups, their brains were scanned three times under three conditions using Positron Emission Tomography with [18F]fluoro-deoxyglucose (PET-FDG) (Alia-Klein et al., 2014). Participants were shown a succession of violent events on the first day, including street fights and shootings, while their brains were scanned simultaneously. Participants were screened for emotionally charged yet nonviolent events on the second day, such as interacting amid natural disasters (Alia-Klein et al., 2014). On the third day, individuals were scanned while lying down with their eyes open. Each condition took 40 minutes. The scan primarily focused on brain metabolic activity, especially glucose metabolism (Alia-Klein et al., 2014). The blood pressure and mood ratings were measured during the three imaging conditions every five and 15 minutes, respectively. <\/p>\n
Shao and Wang (2019) conducted a contrasting study using self-reporting exposures to violent video games to investigate the effects of violent media. A total of 648 participants, 339 boys and 309 girls aged 12 to 19, were given a video game questionnaire and asked to identify their favorite video games. They filled up four surveys with variables such as violent video games, family environment, violence, and normative ideas regarding aggression (Shao & Wang, 2019). In contrast to Alia-Klein et al. (2014), who experimented, participants were asked to recount their experiences by answering true-false questions in each of the four categories.<\/p>\n
Statistical Analysis<\/p>\n
Statistical Parametric Mapping was used to analyze the data (SPM). To generate images, the signal of each voxel was divided by the average mean, which was derived by adding voxels and dividing by three. The acquired data for the three conditions were analyzed using the SPM8 by assigning a flexible factor model between-subject conditions (aggressive and non-aggressive groups) (Madan et al., 2014). In addition to another within-subject condition (aggressive, non-aggressive, and baseline). After obtaining SPM results, person linear correlations were used to evaluate the links between cubic region interests and blood pressure (BP) (Madan et al., 2014). The BP changes were calculated in all three groups to determine whether the changes varied.<\/p>\n
Results<\/p>\n
The authors discovered significant variation across the groups. Aggressive participants showed reduced glucose metabolism and mediocre performance in brain regions associated with self-control and emotional regulation, while glucose was higher in other regions (Alia-Klein et al., 2014). During film viewing, systolic BP progressively declined aggressive viewers with time compared to controls. They reported more “inspired and determined” and “less nervous or upset” feelings than non-aggressive participants during film viewing (Alia-Klein et al., 2014). Furthermore, brain activation and blood pressure differed between the groups. While aggressive participants’ blood pressure progressively declined with time during viewing, non-aggressive blood pressure increased (Alia-Klein et al., 2014). During rest, aggressive participants experienced unusually high brain activation in network regions. These regions are generally inactive when a person is resting. <\/p>\n
On the contrary, Madan et al. (2014) found that participants watching violent clips and nonviolent scenes experienced increased blood pressure. Measuring blood pressure levels and heart rate during rest and during viewing, the authors discovered that aggressive and non-aggressive groups showed increased levels of BP and lower heart rate when watching than controls (Madan et al., 2014). However, the increase in blood pressure in aggressive participants was slower than non-aggressive because they had been desensitized. Overall, watching violent movies resulted in more significant anxiety compared to watching nonviolent films. <\/p>\n
Conclusion<\/p>\n
The research findings indicate that individuals with aggressive traits have different brain function maps compared to non-aggressive individuals. Individuals react to environmental conditions differently based on their brain system. Aggression starts in childhood and develops progressively with the nervous system (Madan et al., 2014). People encounter different experiences, including hostility, anger, and verbal and physical aggression, generating different behavior patterns. As children grow, these behavior patterns intensify, preparing the nervous system to continue into adulthood since they have become part of personality. This is a possible explanation for variation in reaction to media content between aggressive and non-aggressive individuals (Madan et al., 2014). Aggressive individuals mainly feel motivated when watching violent films since their nervous systems have been prepared to handle violent content. Their emotional response to negative or aversive stimuli has diminished due to repeated exposure. <\/p>\n
These research findings will allow educators and psychologists to identify children with aggressive traits and enhance their awareness of their behavior patterns and how this trait activates them. Since repeated exposure to aggressive experience reduces individuals’ normal negative responses, it might motivate them to engage in real-world violence (Madan et al., 2014). Consequently, exposure to violent films, television, video games, and music leads to more risks of aggression and violence in short-term contexts by desensitizing children and emotions. Aggressive individuals feel less nervous and less upset when they watch violent films. Alternatively, they feel inspired and determined during viewing. These positive stimulations may breed aggressive emotions, thoughts, and behaviors, encouraging children to engage in criminal behaviors later (Madan et al., 2014). Trauma desensitizes negative feelings, making children tolerant to aggression and violence. Therefore, understanding how materials activate aggressive children is crucial in helping them develop positive changes.<\/p>\n
References<\/p>\n
Alia\u00adKlein, N., Wang, G.\u00adJ., Preston\u00adCampbell, R. N., Moeller, S. J., Parvaz, M. A., Zhu, W., Jayne, M. C., Wong, C., Tomasi, D., Goldstein, R. Z., Fowler, J. S., & Volkow, N. D. (2014). Reactions to media violence: It’s in the brain of the beholder. PLoS ONE, 9(9). https:\/\/doi\u00adorg.proxy\u00adlibrary.ashford.edu\/10.1371\/journal.pone.0107260<\/p>\n
Browne, K. D., & Hamilton-Giachritsis, C. (2005). The influence of violent media on children and adolescents: a public-health approach.\u00a0The Lancet,\u00a0365(9460). https:\/\/doi-org.proxy-library.ashford.edu\/10.1016\/S0140-6736(05)17952-5 <\/p>\n
Madan, A., Mrug, S., & Wright, R. (2014). The Effects of Media Violence on Anxiety in Late Adolescence.\u00a0Journal of Youth & Adolescence,\u00a043(1), 116\u2013126. https:\/\/doi-org.proxy-library.ashford.edu\/10.1007\/s10964-013-0017-3 <\/p>\n
Shao, R., & Wang, Y. (2019). The relation of violent video games to adolescent aggression: An examination of moderated mediation effect. Frontiers in Psychology, 10, 384. https:\/\/doiorg.proxy\u00adlibrary.ashford.edu\/10.3389\/fpsyg.2019.00384<\/p>\n","protected":false},"excerpt":{"rendered":"
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