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Chapter 1: Problem 6

In a study of the relationship between socio-economic class and unethical behavior, 129 University of California undergraduates at Berkeley were asked to identify themselves as having low or high social-class by comparing themselves to others with the most (least) money, most (least) education, and most (least) respected jobs. They were also presented with a jar of individually wrapped candies and informed that the candies were for children in a nearby laboratory, but that they could take some if they wanted. After completing some unrelated tasks, participants reported the number of candies they had taken. \(^{15}\) (a) Identify the main research question of the study. (b) Who are the subjects in this study, and how many are included? (c) The study found that students who were identified as upper-class took more candy than others. How many variables were recorded for each subject in the study in order to conclude these findings? State the variables and their types.

Short Answer

Expert verified
(a) Study relation between socio-economic class and unethical behavior. (b) 129 undergraduates from UC Berkeley. (c) Two variables: socio-economic class (categorical) and number of candies taken (quantitative).

Step by step solution

01

Understand the Research Question

The research question in this study seeks to understand whether there's a relationship between socio-economic class and unethical behavior, as evidenced by candy-taking behavior in the experiment.
02

Identify the Subjects and Count Them

The subjects in this study were 129 undergraduates from the University of California, Berkeley.
03

Count the Variables Recorded

For the study to conclude that upper-class students took more candy, multiple variables were recorded for each subject. These variables include: 1. The socio-economic class of each student (categorical - upper or lower class), and 2. The number of candies taken by each student (quantitative - numerical count).
04

Summarize the Variables and Their Types

The study recorded two key variables: socio-economic class (categorical) and number of candies taken (quantitative).

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Unethical Behavior
Unethical behavior can be described as actions that are inconsistent with societal norms and ethical standards. In the context of this study, taking candies intended for children constituted the unethical behavior under investigation. The research aimed to understand how socio-economic class might influence such behavior. Unethical behaviors can range from minor infractions like taking office supplies home to more serious issues like embezzlement. It is an interesting realm of research as it often reveals insights about people's values, decision-making processes, and the potential impact of external factors like socio-economic status. In educational research, examining unethical behavior helps educators develop curricula that emphasize moral reasoning and ethical decision-making.
Categorical and Quantitative Variables
In statistical research, understanding the type of variables is crucial. A categorical variable represents data that can be divided into specific groups or categories, such as 'upper class' or 'lower class' in this study. These variables don't have a natural order or mathematical meaning but are essential for classifying subjects.
Quantitative variables, on the other hand, deal with numeric data that can be measured and ordered. In the candy-taking experiment, the number of candies each participant took was a quantitative variable. This type of variable provides richer data for analysis since it allows for a range of statistical operations, such as calculating averages, variances, and correlations.
In educational statistics, understanding these differences helps researchers collect and analyze data more effectively.
Socio-Economic Research
Socio-economic research explores how different social and economic factors impact behavior and societal trends. It often seeks to reveal underlying patterns that might not be immediately visible. In this study, socio-economic class was examined to see its effect on unethical behavior, providing insights into how wealth, status, and education levels might influence morality and decision-making.
Researchers in this field are interested in:
  • The links between wealth and access to resources
  • Educational disparities between social classes
  • The impact of socio-economic status on career opportunities
This research can inform policy decisions and educational practices by highlighting areas of inequality or potential bias.
Research Methodology
Research methodology refers to the systematic process used to conduct a study and gather and analyze data. In the socio-economic class and unethical behavior study, the methodology involved participants identifying their social class and observing their candy-taking behavior. This is an observational study where researchers did not manipulate variables but instead recorded naturally occurring behavior in response to a controlled setup.
Components of effective research methodology include:
  • Clear definition of research objectives
  • Selection of appropriate subjects or sampling methods
  • Choosing the right data collection methods
  • Analysis strategies for quantitative and categorical variables
Successful methodologies ensure that findings are reliable, valid, and applicable in real-world contexts.
Educational Statistics
Educational statistics is a field that applies statistical techniques to understand and improve educational processes and outcomes. Through the lens of this study, educational statistics provided the tools needed to analyze the relationships between socio-economic class and unethical behavior.
Statistical methods in education help researchers to:
  • Analyze data trends and patterns
  • Evaluate program and intervention effectiveness
  • Inform policy and curriculum development
By using both categorical (socio-economic class) and quantitative (number of candies taken) data, educators can gain insights into student behaviors and potential influences on their ethical perspectives, allowing for more nuanced educational approaches.

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Most popular questions from this chapter

Exercise 1.4 introduces a study on using the Buteyko shallow breathing technique to reduce asthma symptoms and improve quality of life. As part of this study 600 asthma patients aged \(18-69\) who relied on medication for asthma treatment were recruited and randomly assigned to two groups: one practiced the Buteyko method and the other did not. Those in the Buteyko group experienced, on average, a significant reduction in asthma symptoms and an improvement in quality of life. (a) Identify the population of interest and the sample in this study. (b) Comment on whether or not the results of the study can be generalized to the population, and if the findings of the study can be used to establish causal relationships.

To assess the effectiveness of taking large doses of vitamin \(\mathrm{C}\) in reducing the duration of the common cold, researchers recruited 400 healthy volunteers from staff and students at a university. A quarter of the patients were assigned a placebo, and the rest were evenly divided between \(1 \mathrm{~g}\) Vitamin \(\mathrm{C}, 3 \mathrm{~g}\) Vitamin \(\mathrm{C},\) or \(3 \mathrm{~g}\) Vitamin C plus additives to be taken at onset of a cold for the following two days. All tablets had identical appearance and packaging. The nurses who handed the prescribed pills to the patients knew which patient received which treatment, but the researchers assessing the patients when they were sick did not. No significant differences were observed in any measure of cold duration or severity 43 between the four medication groups, and the placebo group had the shortest duration of symptoms. (a) Was this an experiment or an observational study? Why? (b) What are the explanatory and response variables in this study? (c) Were the patients blinded to their treatment? (d) Was this study double-blind? (e) Participants are ultimately able to choose whether or not to use the pills prescribed to them. We might expect that not all of them will adhere and take their pills. Does this introduce a confounding variable to the study? Explain your reasoning.

Exercise 1.3 introduces a study where researchers collected data to examine the relationship between air pollutants and preterm births in Southern California. During the study air pollution levels were measured by air quality monitoring stations. Length of gestation data were collected on 143,196 births between the years 1989 and 1993 , and air pollution exposure during gestation was calculated for each birth. (a) Identify the population of interest and the sample in this study. (b) Comment on whether or not the results of the study can be generalized to the population, and if the findings of the study can be used to establish causal relationships.

Below are excerpts from two articles published in the \(N Y\) Times: (a) An article titled Risks: Smokers Found More Prone to Dementia states the following: \(^{34}\) "Researchers analyzed data from 23,123 health plan members who participated in a voluntary exam and health behavior survey from 1978 to \(1985,\) when they were \(50-60\) years old. 23 years later, about \(25 \%\) of the group had dementia, including 1,136 with Alzheimer's disease and 416 with vascular dementia. After adjusting for other factors, the researchers concluded that pack-a-day smokers were \(37 \%\) more likely than nonsmokers to develop dementia, and the risks went up with increased smoking; \(44 \%\) for one to two packs a day; and twice the risk for more than two packs." Based on this study, can we conclude that smoking causes dementia later in life? Explain your reasoning. (b) Another article titled The School Bully Is Sleepy states the following: \(^{35}\) "The University of Michigan study, collected survey data from parents on each child's sleep habits and asked both parents and teachers to assess behavioral concerns. About a third of the students studied were identified by parents or teachers as having problems with disruptive behavior or bullying. The researchers found that children who had behavioral issues and those who were identified as bullies were twice as likely to have shown symptoms of sleep disorders." A friend of yours who read the article says, "The study shows that sleep disorders lead to bullying in school children." Is this statement justified? If not, how best can you describe the conclusion that can be drawn from this study?

A study that surveyed a random sample of otherwise healthy high school students found that they are more likely to get muscle cramps when they are stressed. The study also noted that students drink more coffee and sleep less when they are stressed. (a) What type of study is this? (b) Can this study be used to conclude a causal relationship between increased stress and muscle cramps? (c) State possible confounding variables that might explain the observed relationship between increased stress and muscle cramps.
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