Methods Chapter 1 Next time: Theories Chapter 2

1
Methods (Chapter 1)Next time Theories
(Chapter 2)
2
Research Designs

• The Experimental Design (pp. 22-24)
• The Correlational Design (pp. 20-22)

3
Natural (or Quasi) Experiment (p. 24)
4
Cross-Cultural Designs (pp. 25-27)
5
Research Strategies and Studying Development (pp.
28-34)
6
Designs for Studying Development

• Cross-Sectional Design (pp. 29-30)
• Longitudinal Design (pp. 30-32)

7
Cross-sectional design (p. 29) A research design
in which subjects from different age groups are
studied at the same point in time
8
Longitudinal design (p. 30) A research design in
which one group of subjects is studied repeatedly
over a period of months or years
9
Time of Measurement 1990 2000
2010Year 1930 60 70 80 of 1940
50 60 70 Birth 1950 40 50
60
10
Cohort effect (p. 30) Age-related difference
among cohorts that is attributable to
cultural/historical differences in cohorts
growing-up experiences rather than to true
developmental change
11
Time of Measurement 1990 2000
2010Year 1930 60 70 80 of 1940
50 60 70 Birth 1950 40 50
60
12
Confounding variable (p. 23) Some factor other
than the independent variable that, if not
controlled by the experimenter, could explain any
differences across treatment conditions in
participants performance on the dependent
variable
13
Time of Measurement 1990 2000
2010Year 1930 60 70 80 of 1940
50 60 70 Birth 1950 40 50
60
14
Possible Problems in Longitudinal Studies (p. 31)

• Practice Effect
• Selective Attrition
• Nonrepresentative Sample
• Cross-Generational Problem

15
Possible Problems in Longitudinal Studies (p. 31)

• Practice Effect
• Selective Attrition
• Nonrepresentative Sample
• Cross-Generational Problem
• Time-of-Measurement Effect

16
Time of Measurement 1990 2000
2010Year 1930 60 70 80 of 1940
50 60 70 Birth 1950 40 50
60
17
Sequential design (p. 32) A research design in
which subjects from different age groups are
studied repeatedly over a period of months or
years
18

• Figure 1.5 Example of a sequential design. Two
  samples of children, one born in 1998, and one
  born in 2000 are observed longitudinally between
  the ages of 6 and 12. The design permits the
  investigator to assess cohort effects by
  comparing children of the same age who were born
  in different years. In the absence of cohort
  effects, the longitudinal and cross-sectional
  comparisons in this design also permit the
  researcher to make strong statements about the
  strength and the direction of any developmental
  changes.

19
Time of Measurement 1990 2000
2010Year 1930 60 70 80 of 1940
50 60 70 Birth 1950 40 50
60
20
Gathering Data Basic Fact-Finding Strategies
(pp. 12-20)
21
Measurement Options

22
Measurement Options

• Naturalistic observation (pp. 15-16)

23
Measurement Options

• Naturalistic observation (pp. 15-16)
• Measurement in a structured laboratory
  environment

24
Measurement Options

• Naturalistic observation (pp. 15-16)
• Measurement in a structured laboratory
  environment
• Structured observations (pp. 16-17)

25
Measurement Options

• Naturalistic observation (pp. 15-16)
• Measurement in a structured laboratory
  environment
• Structured observations (pp. 16-17)
• Psychophysiological methods (pp. 19-20)

26
Measurement Options

• Naturalistic observation (pp. 15-16)
• Measurement in a structured laboratory
  environment
• Structured observations (pp. 16-17)
• Psychophysiological methods (pp. 19-20)
• Verbal report (Self-report, pp. 12-15)

27
MeasurementTable 1.3 (page 20)General Research
DesignsTable 1.4 (page 25)Developmental
DesignsTable 1.5 (page 34)
28

• Table 1.3 Strengths and Limitations of Seven
  Common Research Methods

29

• Table 1.4 Strengths and Limitations of General
  Research Designs

30

• Table 1.5 Strengths and Limitations of Four
  Developmental Designs

31
Ethical Considerations in Developmental Research
(pp. 35-37)
32
During this time they were kept in a room in the
Dennis home under carefully controlled conditions
of minimal stimulation. The room contained little
furniture a screen was placed between the
infants cribs so that they could not see each
other and through the window they were able to
look at only sky and treetops. No toys were
provided until the infants were almost a year
old. They rarely saw anyone other than Dennis and
his wife. The regime to which they were subjected
involved keeping all social stimulation down to
a bare minimum. If either infant cried the cause
was investigated if it was a cry for attention
it was not answered. All adult acts that
conceivably could be imitatedsmiling,
vocalizing, etc.were rigidly avoided. The
children were not spoken to at all for the first
6 months they were not peddled or cuddled they
were not put into sitting or standing postures,
nor were they given any practice in reaching for
an object. No action of theirs was ever
encouraged or discouraged, rewarded or punished.
33
Twenty-two young orphans were recruited to
participate in the experiment. They were then
divided into two groups. The first were labelled
'normal speakers' and the second 'stutterers'.
Crucially only half of the group labelled
stutterers did actually show signs of stuttering.
During the course of the experiment, the normal
speakers were given positive encouragement but it
was the treatment of the other group that has
made the experiment notorious. The group labelled
stutterers were made more self-conscious about
stuttering. They were lectured about stuttering
and told to take extra care not to repeat words.
Other teachers and staff at the orphanage were
even unknowingly recruited to reinforce the label
as the researchers told them the whole group were
stutterers.Of the six 'normal' children in the
stuttering group, five began stuttering after the
negative therapy. Of the five children who had
stuttered before their 'therapy', three became
worse. In comparison, only one of the children in
the group labelled 'normal' had greater speech
problems after the study.
34

• Table 1.6 Major Rights of Children and
  Responsibilities of Investigators Involved in
  Psychological Research