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Such a study could theoretically come up with a finding of cause and effect between TV violence and a child’s level of aggression on the school playground. Similarly, when digesting a cross-sectional study of children in different age groups, it’s important to find out whether researchers have accounted for any major environmental differences (divorce, urban/rural, family move, family size) that may affect the participating children and change the study results. A result is regarded as statistically significant if it is unlikely to have occurred by chance; but significant does not mean important.

A result is regarded as statistically significant if it is unlikely to have occurred by chance; but significant does not mean important. For example, a study of people in two different countries might show that there is a statistically significant dif­ ference of 1 point between the average IQs of the two countries. The difference is significant but unimportant. ” These methods are too complicated to be described here. Suffice it to say that measurements of effect size are used in evaluating the importance of statistically significant results.

Instead they have largely relied on interviews and observations conducted with their adult and child patients. In recent years, child psychologists have increasingly turned to physiological tech­ niques to probe the biological underpinnings of children’s perceptual, cognitive, and emotional responses. Heart Rate and Novelty Physiological techniques can be particularly useful with younger nonverbal sub­ jects in a research study. Heart rate, for example, is a very sensitive reading of a baby’s psychological state.

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