psy 310 week 4 gestalt psychology reflection-sara covey

8/17/2019 PSY 310 Week 4 Gestalt Psychology Reflection-Sara Covey

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Chapter 1

1. Explain and give an example for each of the following types of variables:

a. Equal interval: a variable in which the numbers stand for approximately equal amounts ofwhat is being measured. Ex. Age

b. Rankorder: Also called ordinal variables! variables stand only for relative ranking.Ex.Ranking a restaurant on how much you like it.

c. "ominal: #alues are names or catergories. Ex. Religion

d. Ratio scale: A scale that allows comparison of different values! has a fixed $ero valueEx. "umber of silibings % have! which is four

e. &ontinuous: A variable where in theory! there are an infinite number of values between any twovalues. Ex. A person's weight

f. (iscrete: A variable that has specific values and that cannot have values between thesespecific values. Ex. "umber of times % visited the doctor in the last 1) months

g. *uanitative: A variable in which something superficial is being measured.

h. *ualitative : A variable that represents something hard to measure or sub+ective data

1,. -ollowing are the speeds of / cars clocked by radar on a particular road in a 0,mph $one on aparticular afternoon:

0/! 0! )! 0! 0/! ,)! 0! 0! 0! 00! 0/! 0)! 0,! 0)! 02! 0! 0! 01! 0,! )/)! ! )0! 01! 0)! ,! 0! 02! )3! /! 0! 03! /! ,)! 01! 00! 1,! )2! 0! /

4ake a frequency table and a histogram! then describe the general shape of the distribution.

A)

For each number from 15 (the smallest number here) to 52 (the largest number here), counthow many times that number shows up in the given list to make the frequency table shown

below !g "# shows up # times $o you%ll write & as the frequency of "#


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a. Using this table as an example, explain the idea of a frequency table to a person who has

never had a course in statistics.

In research studies, a frequency table is created for the purpose of an easier understanding

of the results from that study. In the frequency table below, you can see that 84 adolescents were

a part of this study (N=84) and that the study was to determine how many of these adolescents

were a victim of different forms of bullying and how many of these adolescents were bullies in

different forms, in which the different categories are listed under the “Forms of Bullying”

section, the number of adolescents that agreed to being a part of being bullied or being a bully

under “N”, and the number value in percentage form under “%” that states how many

adolescents were involved in each form of bullying compared to the whole amount (84).

b. Explain the general meaning of the pattern of results.

In general, more adolescents admitted to being victimized than to bullying. 60

adolescents (71.4%) admitted to being victimized traditionally with 50 adolescents (59.5%)

being victimized traditionally through teasing. The highest admittance of electronic

victimization was through text-message from 27 adolescents (32.1%). The highest admittance of

traditional bullying was through teasing from 38 adolescents (45.2%) and electronically through

text messaging from 18 adolescents (21.4%). Therefore, the highest admittance from both being

the victim and the bully were in the form of traditional teasing and electronic text-messaging.

Incidence of Traditional and Electronic Bullying and Victimization


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(N=84)

Forms of Bullying N %

Electronic victims 41 48.8

Text-message victim 27 32.1

Internet victim (websites, chatrooms) 13 15.5

Picture-phone victim 8 9.5

Traditional Victims 60 71.4

Physical victim 38 45.2

Teasing victim 50 59.5

Rumors victim 32 38.6

Exclusion victim 30 50

Electronic Bullies 18 21.4

Text-message bully 18 21.4

Internet bully 11 13.1

Traditional Bullies 5 64.3

Physical bully 29 34.5


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Teasing bully 38 45.2

Rumor bully 22 26.2

Exclusion bully 35 41.7

22. Kärnä and colleagues (2013) tested the effects of a new antibullying program, called KiVa,

among students in grades 1–3 and grades 7–9 in 147 schools in Finland. The schools were

randomly assigned to receive the new antibullying program or no program. At the beginning,

middle, and end of the school year, all of the students completed a number of questionnaires,

which included the following two questions: “How often have you been bullied at school in the

last couple of months?” and “How often have you bullied others at school in the last couple ofmonths?” The table below is a frequency table that shows students’ responses to these two

questions at the end of the school year (referred to as “Wave 3” in the title of the table). Note that

the table shows the results combined for all of the students in the study. In the table,

“victimization” refers to students’ reports of being bullied and “bullying” is students’ reports of

bullying other students.

a. Using this table as an example, explain the idea of a frequency table to a person who has

never had a course in statistics.

Frequency tables are used in research to help easily understand the results from that

particular study. In this study, you can see that students in grades 1-3 and grades 7-9 were asked

how frequently they were a victim of bullying and how often they were the ones doing the

bullying. In this study, the variables represent how often each victimization or bullying

occurred, broken down into five categories. The frequency amount in grades 1-3 and 7-9 show

how many students admitted to victimization and/or bullying compared to the total amount of

students, as well as what this amount configures to in percentage format. At the bottom, you can

see how many students participated in this study, how many did not, and how many students

total there are in each grade level interval.


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b. Explain the general meaning of the pattern of results. (You may be interested to know that

the KiVa program successfully reduced victimization and bullying among students in

grades 1–3 but the results were mixed with regards to the effectiveness of the program

among those in grades 7–9.).

This frequency table shows that approximately 6,000 out of 7,000 students in grades 1-3

and approximately 14,000 out of 15,500 students in grades 7-9 participated in this study to

determine the admitted frequency value of being the victim of bullying and being the bully by

answering five different categories. Since there is a different amount of students in grades 1-3

and 7-9 that participated in this study, the proper manner in which to look at these figures when

comparing the two intervals is by looking at the percentages. Therefore, it can be concluded that

the majority of the students in grades 1-3 and 7-9 have not been a victim or a bully, and out of

the students that have been a victim or a bully, the majority admitted to only being a victim or a

bully only once or twice.

Frequencies of Responses in the Five Categories of the Self-Reported Bullying andVictimization Variables at Wave 3

Grades 1–3 Grades 7–9

Victimizati

on Bullying

Victimizatio

n Bullying

Variable Freq. % Freq. % Freq. % Freq. %

Occurrence


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Not at all

3,20

3

53.

6

4,29

6 72

10,66

0

77.

4

10,88

0

79.

5

Only once or twice

1,74

5

29.

2

1,33

3

22.

3 2,031

14.

7 1,987

14.

5

2 or 3 times a month 446 7.5 197 3.3 402 2.9 344 2.5

About once a week 297 5 90 1.5 312 2.3 196 1.4

Several times a week 281 4.7 49 0.8 375 2.7 279 2

Participants

Respondents n

5,97

2 100

5,96

5

10

0

13,78

0

10

0

13,68

6

10

0

Missing n 955 962 2,723 2,817

Total N 6,92

76,92

716,50

316,50

3

psy 310 week 4 gestalt psychology reflection-sara covey

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