Quiz #5 - Optional Quiz

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Boise State University *

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Sociology

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Apr 3, 2024

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1. Do victims of sibling aggression suffer worse mental health? A study investigated this question (Tucker et al., 2013). The researchers wondered whether sibling aggression was linked to poor mental health in children, and whether sibling victimization was as bad for kids as peer victimization. In a large sample of children and youths ages 2-17, they measured several kinds of sibling aggression (e.g., physical assault, taking something away from the child, breaking the child’s toy on purpose, calling names). They also measured mental health using a trauma checklist on which high scores indicate the child has more symptoms of anxiety, depression, and other signs of mental disturbances. The researchers also measured parents’ education, child’s age, and so on. The following table is from this paper. ( 5 pts ) A. From the designs we have covered in lectures, what type of research design is this? - This type of research is a quantitative research design. This is because in this research, the participants are being measured on severity levels and types by checklist. This research design is quantitative rather than qualitative, as a qualitative research design would have been more in-depth and would have included interviews. B. What is the main dependent variable of interest? - Mental health in children C. Using the table, which of the variables measured has the strongest association with poor childhood mental health? 2. - Looking at this table, I want to say that the variable measured that has the strongest association is witness to family violence as we can see it has a 0.17 beta score. However, the types of peer victimization scores higher than family violence with the beta score being 0.25. I am unsure if peer victimization would meet the criteria as it is listed as “total types of peer victimization”. Throwing me off a little bit. D. Pretending to be a journalist, please write an accurate headline plus a short, descriptive paragraph about the results of the original research question, “Is sibling victimization just as bad for kids as peer victimization?” Please focus on sibling victimization, peer victimization, and parental education

Understanding Our Children's Bullies In and Outside The Home The unfortunate understanding that many of us hold is that children may come to know a bully, and the things that are done, said, or witnessed can leave lasting effects. However, as many may believe all of these experiences must come from socialization outside the home, researchers are beginning to question whether the role of siblings can also impact these children and their mental health. Research conducted by Tucker et al., 2013, wanted to better understand this connection with the focus being: is sibling victimization just as bad for children as peer victimization? Participants in this study ranged in age from 2-17 and was measured on a variety of variables, including different aspects of their parents' roles. It was found from the sample that children were subjected to peer victimization, although the effects of sibling victimization over peer victimization was weak, and represents the relationship that sibling victimization has less impact than victimization coming from peers. With the measurements that came from the impact parents may have had, it was found that education level did not influence mental health for children, it was found to have a weak relationship. 2. To study peoples’ willingness to help others, social psychologists Latané and Darley (1969) invited people to complete questionnaires in a lab room. After handing out the questionnaires, the female experimenter went next door and staged a loud accident: She pretended to fall off a chair and get hurt (she actually played an audio recording of this accident). Then the experimenters observed whether each participant stopped filling out the questionnaire and went to try to help the “victim.” Behind the scenes, the experimenters had flipped a coin to assign participants to either an “alone” group, in which they were in the questionnaire room by themselves, or a “passive confederate” group, in which they were in the questionnaire room with a confederate (an actor) who sat impassively during the “accident” and did not attempt to help the “victim.” In the end, Latané and Darley found that when participants were alone, 70% reacted, but when participants were with a passive confederate, only 7% reacted. This experiment supported the researchers’ theory that during an accident, people take cues from others, looking to them to decide how to interpret the situation. ( 6 pts ) A. What are the independent, dependent, and control variables in this study? - Independent Variable(s): taking the questionnaire alone, taking the questionnaire with the passive confederate - Dependent Variable(s): Stopped questionnaire to help - Control Variable(s): female experimenter

B. Is this independent-groups (between-groups) or within- groups design? How do you know? - This is a between-groups design because participants were put into different groups to measure the dependent variable. C. Please sketch a graph of these results, being sure to label everything clearly. ● For the following examples, please describe how you would i) design a between-group experiment and ii) design a within-group experiment. Be sure to include how you will assign groups or counterbalance and what you will be measuring (the dependent variable). A thorough answer will have more than one sentence description for each. ( 4 pts ) A. Listening to a lesson from a friendly teacher versus a stern teacher. ● Between-Group Experiment : To design this experiment I will need to assign two different groups to listen to a lesson that is being taught. One group will listen to a lesson presented by a friendly teacher, while the other group will listen to a lesson presented by a stern teacher. These groups will be assigned ‘behind the scenes’ of participants where each participant will be given a wristband with 1 . 0 .7 5 . 5 0 . 2 5 0 Questionn aire Alone Questionnair e with Passive Confederate Participa nts who left and helped (%)

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the specific door number they are assigned to, leading to the specific stern or friendly teacher. Researchers will have a list of which participants are in which lesson. This research design will then measure the effectiveness of the lesson by researchers having a brief interview following the lessons. Measuring variables such as: participation, interactiveness, questions asked, overall what they understood and what they will take away from the lesson. These interviews will not last more than five minutes. ● Within-Group Experiment : To design this experiment there is going to be one group of participants. This one group is going to experience both a stern and friendly teacher teaching a lesson. To begin this research participants will have an initial interview on the attitudes they already hold on lessons, teachers, education, and a simple five minute (max) interview. After the brief interview, the participants will be taught a 25 minute lesson by a stern teacher and after a ten minute break, they will follow with a 30 minute lesson by a friendly teacher. The participants will then be asked to write about their experience for five minutes after both lessons have been taught. There will be no structure for what the participants may reflect on other than their overall experience and what they liked/disliked about each lesson. Their analysis will be measured, along with their initial interviews to better understand if people learn more from a friendly or stern teacher. B. Drinking sugared vs. sugar-free lemonade ■ Between-Group Experiment : To design this experiment there are going to be two different groups that are needed. The first group will consist of roughly half the participants in the study and will only be given sugar free lemonade. The second group will be given sugary lemonade. The participants are aware that they will be trying lemonade, however they are not aware of the sugar/sugar-free kinds. After trying the lemonade, the participants will then take a survey to overall share their experience of the lemonade. These surveys will be the same and will measure bitterness, sweetness, flavor, and overall if they liked it. I also think it would be fun to add at the end of the survey if the participants believed they were drinking sugar versus sugar-free lemonade. ■ Within-Group Experiment : To design this experiment there will need to be three different groups that are assigned to understand the difference, and if people can tell, in sugar versus sugar free lemonade. There will be three groups that will consist of roughly

the same amount of participants. The first group will be given lemonade at three different times, all about three minutes apart. The first cup they will receive will be sugar free lemonade, the second cup will also be sugar free lemonade, and the third cup will be sugared lemonade. The second group will be given lemonade during the same time intervals. The first cup will be sugared lemonade, the second cup will be sugar free lemonade, and the third cup will be sugared lemonade. The third group will be given lemonade with the same time intervals and will only be given sugar free lemonade. The participants (in each group) will be sitting down at a table around other participants and will have three pieces of paper next to them. These papers will be little surveys about the lemonade, where participants will rate what they believe about the lemonade: on the levels of sweetness, bitterness, and if they can differentiate if it was sugary or sugar-free. These are the items that will be measured.

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