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1 Title of Resource Activity: Practice Creating an Outline for an APA Style Introduction Based on Notes Author(s) Gary W. Lewandowski, Jr. Institution Monmouth University Brief Description: Keywords: Author Contact Information: Additional Information: This resource helps students practice the process of outlining an APA style Introduction based on notes taken on research articles. It provides note sheets from 8 research articles and a template to help students plan and organize the structure of an APA style Introduction. Communicating Science, Pre-writing Preparation, Outlining Introductions glewando@monmouth.edu TeachPsychScience.org is made possible with grant support from the Association for Psychological Science (APS) Fund for Teaching and Public Understanding of Psychological Science to the site creators Gary Lewandowski, Natalie Ciarocco, and David Strohmetz. All materials on this site have been subjected to a peer review process. We welcome additional resources ( Gary W. Lewandowski, Jr. All Rights Reserved. This material may be used for noncommercial educational purposes. All other uses require the written consent of the authors.

2 Instructors: This resource helps students practice the process of outlining an APA style Introduction based on notes taken on research articles. It provides note sheets from 8 research articles and a template to help students plan and organize the structure of an APA style Introduction. Have students do this activity in small groups. Be sure to provide paper or electronic copies of all the note sheets provided (8) and the outlining template for each group.

3 Practice Creating an Outline for an APA Style Introduction Based on Notes For this activity, your job as a group is to create a detailed outline that would be used to write the Introduction of an APA style research report. This will help you practice the process of developing an outline. To accomplish this, please take the following steps: 1) Choose a general topic/research question: For the activity, this has been done for you. When creating an outline for your own introduction section, you will need to determine the topic/research question. However, for the practice activity the general topic is: How do media sources influence aggressive tendencies? 2) Read through the note sheets: Read through the note sheets provided for so that you readily know what each article covers. As you do this, focus on the main & subtopics because they will be useful in determining the organization of your outline. This will also help in placing the article under the proper topic(s) in the outline. Please note that when creating an outline, you generally have the notes you have prepared based on the articles you have read. 3) Organize your sources: Determine how each of the articles fit together. What is your overall topic? What are your subtopics? Which articles are more general, which are more specific? That is, what themes are you noticing? What approach do you want your paper to take? 4) Based on Steps 1-3, use the following template to complete an outline for an APA style Introduction.

4 Silvern, S. B., & Williamson, P. A. (1987). The effects of video game play on young children s aggression, fantasy, and prosocial behavior. Journal of Applied Developmental Psychology, 8, Media, Aggression Video Games, Television Variable/Design Info (IV/DV, Hypotheses, etc.): IV(s): Aggressive content; two levels (cartoon, video games) DV(s): Aggression Hypotheses: (number them) 1) exposure to violent video games leads to more aggressive behavior in children Participants/Design Elements: yr old kids, watched while playing (baseline), then watched a violent cartoon or playing Space Invaders Key Results Specifically Related to Each Hypothesis (number them): - Not supported both groups increase in aggression (no diff between video game & cartoon) None Control groups not very strong, low number of participants Good as a potential link between topics dealing with TV and other sources of aggressive content; could go with Bartholow or Anderson article

5 Liebert, R. M. (1975). Modeling and the media. School Psychology Digest, 4, Media, Observational Learning; REVIEW ARTICLE Television Key Theories and Ideas: - media influence (especially that of TV) follows a 3 step process 1) exposure 2) acquisition, 3) acceptance (principles of learning) - TV is a means of information transmission/learning that can lead to bad or good/prosocial outcomes - bad outcomes include aggression, social stereotypes, troubled behavior - as a source of learning, TV is problematic because it doesn t evaluate itself in that context (i.e. may not be aware of its power as a teacher), and as a result does not have a planned curriculum (i.e. not purposeful presentation) - good information on principles of observational learning (modeling) - provides a good theoretical background/application Could be good for general info and/or in a section covering explanations for media s influence

6 Bartholow, B. D., & Anderson, C. A. (2002). Effects of violent video games on aggressive behavior: Potential sex differences. Journal of Experimental Social Psychology, 38, Media, Aggression Video Games, Gender Differences Variable/Design Info (IV/DV, Hypotheses, etc.): IV(s): Video game; 2 levels (violent, non-violent); Gender DV(s): Aggression (measured by punishment levels participants assigned to opponent) Hypotheses: (number them) 1) Playing violent video games will lead to more aggression compared to non-violent games. Participants/Design Elements: 43 undergrads (22 M/21 W); random assign to Mortal Kombat (violent) or golf for 10 min; then compete with confederate on reaction time task in which could retaliate & provoke opponent Key Results Specifically Related to Each Hypothesis (number them): 1) confirmed hyp that Playing violent video games will lead to more aggression (retaliating and provoking opponent on reaction time task) compared to non-violent games. 2) game X gender interaction such that effect larger in men than women - discusses possible reasons why violent content would effect men more Well-done study, low number of participants, looked at different DVs Could go with Silvern or Anderson article, as well as a section dealing with intervening variables (gender)

7 Anderson, C. A., & Dill, K. E. (2000). Video games and aggressive thoughts, feelings, and behavior in the laboratory and in life. Journal of Personality and Social Psychology, 78, Media, Aggression Video Games, Gender Variable/Design Info (IV/DV, Hypotheses, etc.): IV(s): Study1: actual violent video game playing (real life); Study 2: Playing game (violent, non-violent); Gender in both DV(s): Study1: aggressive behavior, delinquency, academic achievement Study 2: aggressive thoughts, hostility Hypotheses: (number them) 1) Study 1: Those who play more violent video games will have more problems. 2) Study 2: Those who played the violent game would be more aggressive than those didn t Participants/Design Elements: Undegrads; Study 1 correlation; Study 2 experimental- exposed to violent game (wolfenstein) or non-violent (tetris like game/myst) Key Results Specifically Related to Each Hypothesis (number them): 1) Study 1: Confirmed that Those who play more violent video games will have more problems (aggressive, academic achievement, delinquency). Also found this was stronger in men and those who were already aggressive. violent game play over years associated with violence in own lives 2) Study 2: Confirmed Those who played the violent game would be more aggressive (and hostile) than those played non-violent game. More true in men. - findings discuss in terms of general affective aggression model Good 2 study design, first one correlational, second one experimental Go with Bartholow or Silvern (esp. Bartholow b/c of gender)

8 Liebert, R. M. (1986). Effects of television on children and adolescents. Journal of Developmental & Behavioral Pediatrics, 7, Media; Stereotypes (gender, race) REVIEW ARTICLE Television, Commericals Key Theories and Ideas: - looks at influence of TV viewing on use of gender and racial stereotypes, focusing on the role of commercials - reviews work on link between TV and aggression - points out link between TV and holding stereotyped views regarding gender roles & race - finds commercials foster materialistic views in children (perhaps due to children s inability to critically view them) - suggests ways for parents to avoid negative outcomes (restrict amount viewing, encourage/reinforce some programs, discourage others, and discuss with children what they are watching) Can go with other article by same author

9 Potts, R., Huston, A.C., & Wright, J. C. (1986). The effects of television form and violent content on boys attention and social behavior. Journal of Experimental Child Psychology, 41, Media, Attention, Social Behavior Television, Content, Children Variable/Design Info (IV/DV, Hypotheses, etc.): IV(s): TV content (violent, non); TV action level (high, low) DV(s): Attention while viewing, post viewing behavior (aggression) Hypotheses: (number them) 1) Programs with more action will be watched more than low action shows. 2) Programs with more violent content will be watched more than low violence. 3) Programs with more action will produce more aggressive behavior than low action shows. 4)Violent programs would lead to more aggressive behavior than non-violent. Participants/Design Elements: Pairs of boys 3-6 yr old; watch both animated (cartoon) and live programs; DV measured while playing with toys (some toys promoted aggression, other promoted prosocial) Key Results Specifically Related to Each Hypothesis (number them): 1) Supported Programs with more action will be watched more than low action shows. (more visual attention) 2) Inconclusive Programs with more violent content will be watched more than low violence. (no sig diff) 3) Inconclusive Programs with more action will produce more aggressive behavior than low action shows. 4) Supported Violent programs would lead to more aggressive behavior than non-violent (style of interaction)., but also found increase in some prosocial behavior 1) aggressive toys produced aggressive actions; prosocial produced prosocial regardless of TV condition Talk about findings in terms of observational learning, arousal Good with other tv studies, but is more specific because it looks at specific content types

10 Parker, D. R., & Rogers, R. W. (1981). Observation and performance of aggression: Effects of multiple models and frustration. Personality and Social Psychology Bulletin, 7, Media; Aggression (Behavior), Modeling Multiple Models (several at once); Frustration; Visual Attention Variable/Design Info (IV/DV, Hypotheses, etc.): IV(s): Modeling (aggressive, cooperative, no model) and Frustration DV(s): Aggressive behavior Hypotheses: (number them) 1) Those watching an aggressive model will act more aggressive. Participants/Design Elements: 2 nd & 3 rd grade boys 103 total Key Results Specifically Related to Each Hypothesis (number them): 1) Supported Those watching an aggressive model will act more aggressive. (aggressive model more than either of the other two conditions) - Children who were frustrated paid more attention to aggressive model when several were present, greater recall of aggressive acts, stronger attacks on another Good because used stimuli with several models at one time (more natural) Goes with Liebert modeling/media

11 Huston-Stein, A. (1981). The effects of TV action and violence on children s social behavior. Journal of Genetic Psychology, 138, Media, Aggression (behavior), Social Behavior Television, Content; Visual Attention; children Variable/Design Info (IV/DV, Hypotheses, etc.): IV(s): TV Action and TV Violence; no TV DV(s): Imaginative play behavior; visual attention Hypotheses: (number them) 1) Those who watch violent tv will be more aggressive than non-violent. 2) Those who watch action tv will be more aggressive than non-action. Participants/Design Elements: 66 preschool girls/boys; same-sex pairs watch tv show with combos of the IVs; action defined as rapid movement of characters; violence defined as physical aggression; watched in free-play before & after viewing Key Results Specifically Related to Each Hypothesis (number them): 1 & 2) Supported watching low aggression or low action (as well as no tv) produced increased imaginative fantasy play; watching high aggression/action result in decreases - more visual attention to high vs. low action Results examined by comparing arousal theory vs. observational learning Good with Potts article and with TV stuff as specific look at content

12 Template for a Detailed Outline of an Introduction INSTRUCTIONS: Use this template to help you plan and organize your APA style Introduction. It will help you avoid ambiguity as you try to organize your paper in a logical manner. Please be sure to complete each part of the outline. Organizing Your Ideas NOTE: This is not an actual part of the outline but is something you need to do before completing the outline, you should map out what topics you will cover, and what the most logical order is in which to cover them. A. Looking at your notes & articles, what topics will you cover in this outline? B. What order will they go in? Why is this logical? Explain why you picked this order. I. Lead-In Paragraph NOTE: This section will ultimately become the first paragraph of your Introduction. Eventually, it will flow from one idea to the other. A. Attention Grabber Here you want something that makes an impact, stirs interest, or makes a connection with common life to draw in the reader. B. Justification of Importance Why is the topic of your research study important for others to know? C. Purpose of the Paper What topics will your Introduction cover from the past literature? In what way with this research project extend the literature on the topic?

13 NOTE: You should organize your outline by topic, and NOT as a list of articles. As a result, one article may appear under several topics. II. Topic 1 = A. Which articles would be discuss in this topic? List the reference for each of those articles below. In what order will the articles be presented in the topic? Give a sentence or two to explain your logic. B. Transition to Next Topic (i.e. how would this idea link to the next?) III. Topic 2 = A. Which articles would be discuss in this topic? List the reference for each of those articles below. In what order will the articles be presented in the topic? Give a sentence or two to explain your logic. B. Transition to Next Topic (i.e. how would this idea link to the next?) IV. Topic 3 = A. Which articles would be discuss in this topic? List the reference for each of those articles below. In what order will the articles be presented in the topic? Give a sentence or two to explain your logic. B. Transition to Next Topic (i.e. how would this idea link to the next?) NOTE: Please note any topics in which you need more article/resource to support. Please add or delete topics as necessary. Also, please feel free to create sub-topics under any of the main topics where they are needed.

14 V. Connection between Past & Present (The Present Study) NOTE: This paragraph will eventually become the last one in your Introduction. It connects the past research you have cited in the topics of your Introduction to the current study you will go on to explain in the rest of your APA style research report. A. What has been the focus of previous research in this area? Review the main point from each topic. B. What has previous research failed to look at? Here you want to point out the work that still needs to be researched on this topic, but it should also match the goal of the current research project. You want to point out the necessity of the work you will carry out in your study. VI. Future Directions/Research Questions A. What should research focus on in the future? What research questions would it investigate? (List 3)