PSYC 3002 – Week 6 Assignment – Chi-Square

PSYC 3002 – Week 6 Assignment – Chi-Square

Video games are big business, especially the maniacal ones. Opposing theories about violent video games (VVG) and their effects (violent video effects: VVE) on children and adolescents continue to be studied. Depending on which side of the corporate argument, some researchers appear to study what benefits the desired hypothesis or effect that will receive the most funding. The term “corporate” is utilized within this paper because of the potential influence big business/capitalism and globalism have had on many individuals, groups, and institutions. In fact, VVG is harmful to children and adolescents; however, the research studies are skewed. To clarify, the lack of significance on the potential risks for impaired brain maturation involving VVG is a critical factor in the aggression and antisocial behaviors observed and reflected in our youth today. Thus, these children and adolescents do experience VVE. Specifically, they are at an increased risk of aggression (Shao & Wang, 2019), decreased benevolence (lack of empathy/kindliness) (Coyne et al., 2018), and prone more to violence (Chang & Bushman, 2019) when exposed to VVG. Regardless, other studies will attempt to contradict aggression in youth (Dowsett & Jackson, 2019), and even illustrate increased empathy and prosocial behavior (Harrington & O’Connell, 2016) during gaming.

Arguments

To epitomize, Coyne et al. (2018) argued that increased amounts of playing VVG decreased the amount of empathetic concern and benevolence in adolescents. The decline in prosocial behavior and increase in narcissism and hostility indicate a potential change in brain function. In fact, children’s and adolescents’ brains are very malleable during stages of growth. According to Bos et al. (2018), in a longitudinal study on brain maturation, natural teen development included impulsivity, superficial boldness, and self-confliction; however, when adolescents were exposed to outside stimuli promoting aggression and defiance, the plasticity changed in different regions of the brain. Consequently, this type of scientific research is difficult for a layperson to understand, much less find out about.

Children are impressionable. Obviously, many parents or teachers can attest to the previous statement. Similarly, Verheijen, Geert, Burk, Stoltz, van den Berg, and Cillessen (2018) found that children and adolescents were affected by peers, especially with deviant inculcation, which occurred during VVG. In other words, friends and society’s radical acceptance, or better yet, denial, influences teens’ and preteens’ antisocial behaviors. At present, the length of influence has not been established for more than two years. Nonetheless, research and countless articles and books have pointed to the subconscious as being influenceable by overt and covert messages received by caregivers, other family, friends, peers, and society in general (Harms et al., 2019). Some of these subliminal directives, unfortunately, create falsified facts about self and reality. As a result, underlying issues have become prevalent in youth, as expressed in the preceding material. Hence, antisocial behavior and aggression were linked to VVG, specifically because of the natural internal struggles, peer pressure, and brain immaturity children and adolescents have experienced. Hopefully, the research of Bos et al. (2018) will direct more studies toward externalizing behaviors and their effects on neuroplasticity.

PSYC 3002 – Week 6 Assignment – Chi-Square

Counterarguments

Of course, video gaming has been utilized to propitiate empathy for others and prosocial behaviors, according to Harrington and O’Connell (2016). However, prosocial video gaming has been monitored in a structured setting by adults, while VVG is usually not observed- supervised by parental figures in an analytical environment. Thus, creating confusion about the level of appropriateness of video gaming among children, teens, and adults. Dowsett and Jackson (2019) reinforced these ideas by discussing the aggression effect versus aggressive behavior. Affect is different from behavior. Nevertheless, the simplification and separation for the benefit of scientific study can be used to distract and mislead the public by paid components of capitalism and/or globalism. Actually, Dowsett and Jackson’s (2019) study pushes competition, which has already been distorted since the end of World War I (WWI), according to Ilardo (1992). Indeed, prior to the war, competition was viewed as a gratifying learning process instead of perceiving it from a win-or-lose mindset. In essence, the enjoyment and understanding came from competing with someone or something that was better than self to improve skill set, not to win. Ilardo (1992) referred to real competition as a genuine loss after WWI, and moving forward, he refers to it as a potential fear that is a perceived need to win. In some cases, cheating and intimidation (or violence) instead of losing (learning) have become an acceptable way of life. Even some adults have been examples of winning at all costs at Little League baseball games (Gottlieb, 2019).

Conclusion

Consequently, many within society have not seen or have avoided the issues facing youth today, especially during a pivotal time: brain maturation (Bos et al., 2018). VVG, and the studied VVE, which have been bestowed on youth, can help or hurt them and society (Verheijen et al., 2018; Harms et al., 2019). Likewise, cognitive dissonance occurred when VVG contradicted outward reality and internal values for children and teens (Coyne et al., 2018); in turn, it potentially created abnormalities in the physiological structure of the brain, which may cause deviant behavior (Bos et al., 2018). Furthermore, learning healthy socialization skills, expressing empathic concern by example, and revisiting real competition have been suggested as effective ways to confront the antisocial conduct and aggression (or violence) that affects children and adolescents (Greitemeyer, 2018). Therefore, awareness of the negative effects (Gottlieb, 2019) and prevention of continued use of VVG must become the social norm in order to not become the fools of tomorrow.

References

Bos, M. G. N., Wierenga, L. M., Blankenstein, N. E., Schreuders, E., Tamnes, C. K., & Crone, E. (2018). Longitudinal structural brain development and externalizing behavior in adolescence. The Journal of Child Psychology and Psychiatry, 59(10), 1061-1072.

Chang, J. H., & Bushman, B. J. (2019). Effect of exposure to gun violence in video games on children’s dangerous behavior with real guns: A randomized clinical trial. JAMA Netw Open, 2, e194319. http://dx.doi.org/10.1001/jamanetworkopen.2019.4319

Coyne, S. M., Warburton, W. A., Essig, L. W., & Stockdale, L. A. (2018). Violent video games, externalizing behavior, and prosocial behavior: A five-year longitudinal study during adolescence. Developmental Psychology, 54, 1868–1880.

Dowsett, A., & Jackson, M. (2019). The effect of violence and competition within video games on aggression. Computers in Human Behavior, 99, 22–27.

Gottlieb, J. (2019). A teenage umpire warned coaches and spectators to calm down before a brawl at a youth baseball game. Washington Post. Retrieved from https://www.washingtonpost.com/sports/2019/06/22/teenage-umpire-warned- coaches-spectators-calm-down-before-brawl-youth-baseball-game/#comments-wrapper

Greitemeyer, T. (2018). The spreading impact of playing violent video games on aggression. Computers in Human Behavior, 80, 216–219

Harms, I. M., Dijksterhuis, C., Jelijs, B., de Waard, D., & Brookhuis, K. A. (2019). Don’t shoot the messenger: Traffic-irrelevant messages on variable message signs (VMSs) might not interfere with traffic management. Transportation Research Part F: Traffic Psychology and Behaviour, 65, 564–575.

Harrington, B., & O’Connell, M. (2016). Video games as virtual teachers: Prosocial video game use by children and adolescents from different socioeconomic groups is associated with increased empathy and prosocial behavior. Computers in Human Behavior, 63, 650– 658.

Ilardo, J. (1992). Risk-taking for personal growth: A step-by-step workbook. Oakland, CA: New Harbinger.

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.

Verheijen, Geert P., Burk, William J., Stoltz, Sabine E. M. J., van den Berg, Yvonne H. M., & Cillessen, Antonius H. N. (2018). Friendly fire: Longitudinal effects of exposure to Violent video games on aggressive behavior in adolescent friendship dyads. Aggressive Behavior, 44, 257–267.

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PSYC 3002 – Week 6 Assignment – Chi-Square

Recall the four scales of measurement you learned about in Week 1 (i.e., nominal, ordinal, interval, ratio). Explain what scale of measurement is used to measure academic programs in this example. How do you know?

Explain what scale of measurement is used to measure feeling about PSYC 3002. Explain how you know.

State whether this scenario requires goodness of fit test or a test of independence. Explain your answer.

Before computing the chi-square, state the null hypothesis and alternative hypothesis in words (not formulas).