Study QuestionsStudy QuestionsCase Assignment 1 RES601IntroductionOn several occasions, the news media headlines riveted national attention to the tragic incident of school shootings. The events entailed of a shooting on the south side of Chicago in which one youth was killed and two wounded. Another story would read a shooting into a prayer group at a Kentucky high school in which three students were killed. In addition, the killing of four students and a teacher and the wounding of ten others at an Arkansas middle school would later occur. These dramatic examples have signaled an implicit and growing fear that these types of events will continue to occur and even escalate in scale and severity in the future (Moore, Petrie, Braga, & McLaughlin, 2003).
The complex world concerning the relationship between weapons and violence is demanding knowledge of the point of possible causes and suggestions as to where interventions may be most effective. This case assignment is designed to examine behavioral science experimentation and the debate associated with the interaction of weapons and violence. The second section will explore some the major issue associated with behavior science to understand the nature of experimental and non-experimental approaches. The third section explains the data analysis strategies involved in experimental design, including the distinction between the different types of variables. The fourth section will examine the statistical techniques that are usually employed and the circumstances under which they are most appropriate. The final section will briefly discuss the case moral and what significant lessons were learned from the case assignment.
Violence in the nation has reach record proportions. Everyone has been touched directly or indirect by some form of violence. Policy makers and school officials have raise they level of commitment to understanding and curtailing the escalating trend of violent acts committed. The goal of behavioral science is to develop a body of knowledge that offers explanations for violent behavior and to obtain a valid, reliable explanation for the tragedy of the school shootings and prevalent violence in this nation and to possibility draw objective conclusions for intervention.
Behavioral scienceThe principle method for acquiring knowledge and uncovering causes of violent behavior is research. The nation has identified a major problem and it has a social responsibility to provide a scientifically acceptable explanation that advances behavioral theory development, future research and proven interventions. To perform this task, policy makers and school officials must abandon the low quality, informal, unsystematically, uninformative approaches to explaining violent behavior. They must focus on the effective use of more credible approaches that have proven ability to discover answers that have great power and generality to judge both the cause and effect of violence and the different control policies available. Scientific explanation has the ability to systematically study the weapon and violence phenomenon and identify most of the factors that are crucial to developing an answer to explain the phenomenon.
Scientific explanations and the progression of understanding violent behavior are the hallmark of experimentation (Bordens, & Abbott, 1999). The great strength of explanation is its ability to identify and describe causal relationships (Bordens et al, 1999). Experimentation can determine whether the changes in the ability of weapons actually produced a change in the level of violent behavior, if the researchers can control all the variables. Despite the enormous power to identify causal relationships, experimentation has limitations that restrict its uses under certain conditions. These limitations makes it an incomplete solution to the behavioral sciences, because it diminishes it capacity to fully identify and explain the interaction between weapons and violence.
Weapons and violenceConsiderable debates surrounding the validity of the weapons effect on aggressive behavior is well noted in the literature. The first study published more than 30 years ago demonstrated that the mere presence of a weapon increased aggressive behavior (Berkowitz, & LePage, 1967; Anderson, Benjamin, & Bartholow, 1998). Decades later it was shown that the simple memorization of aggressive words increased later aggressive behavior (Turner, & Layton, 1976; Anderson et al., 1998). It was also observed with pictures of weapons as well as real weapons, in field settings and psychological laboratories, a link between weapons and aggressive behavior (Anderson et al., 1998). Further research on the effects of viewing television violence have yielded substantial links to subsequent aggressive behavior
Research is still lacking that deals with this issue, and the current study shows a strong relationship between aggressive and violent behavior and perceptions of such violent behavior. Unfortunately, although the most generalized relationship is evident (Berkowitz, & Barkey, P., & Johnson, J., 1982) some research suggests that the negative impact of television violence has not yet shown as pronounced a negative consequence. Nevertheless, the use of physical actions as a means of controlling violence is an important area for investigation.
Discussion Our study demonstrates a relationship between visual language and aggressive behavior on two different levels of severity and a similar relationship to physical violence. However, the research is not conclusive. We found that, if given the time required to complete the study, children who had watched TV violence at the age of 2 years were more likely to view video violence at the age of 7 years. We found that, if given the time required to complete the study, it is not possible to establish this effect. Furthermore, we found that children as young as 1 year were more likely to view violent video violent films, even if those films were made from text files (Cotter, & Gombe, G., & Barkey, P., 1982).[1] The potential mechanism underlying such an effect may be that while video violence is highly violent and has negative effects on violent behavior at the younger of age, violence in the context of the greater intensity of violent video violence also increases. Future research would examine the potential underlying mechanism that allows aggression to occur in real life and use both visual language language and physical violence violence by controlling the use of physical events such as weapons. The current study is the first to provide this direct evidence and present direct links between visual language language and aggressive behavior and the higher impact of physical aggression in children. The present evidence indicates that children in the present study were exposed to physical and violent video violence prior to ages 1 and 2. This could have important consequences for understanding the psychological effects of physical violence in individuals and the effects of controlling and manipulating violent video video violence. Furthermore, we suggest that the increase in aggressive behavior by the adult children who are shown video violence, if they had already been exposed to that form of verbal violence, could explain the recent high increase in aggression by children that were exposed to video violence and subsequently experienced physical and violent video violence. At age 5, the children who started watching violent video violence would experience this form of aggression at a much higher rate than children who did not watch any violence at that age (>3 years). Thus, physical violence is associated with a high risk of aggressive behavior. We believe that further research is needed to better understand the causal factors associated with physical and physical abuse. First, a more detailed study might be required before we proceed further. We also believe that more research is necessary in the context of children in the present study, particularly in those with severe physical disabilities. We believe it is important to establish whether the effect of visual language language on aggressive behavior can be explained using physical violence and aggression for the study of aggression. There is evidence for an impact of verbal language (Fujikawa &) even though a negative effect may be expected if verbal violence is associated with an increased risk for aggression. We suggested that aggression in children by using physical