September 11, 2019The Science of Child Development●Correlational studies:○Relations as they exist in the real world○Associations between variables ○Correlation coefficient, r= -1 to 1○Not a measure of causation ●Experimental studies:○Manipulating key factors■Independent variable■Dependent variable General Designs for Research●Mediator variable: third variable○Grades → happiness; rather, grades → self-esteem → happiness ●Field experiments●Random assignment●Historically, most developmental research has been quantitative○There is increasing use of qualitative research in Psych○Qualitative methods allow researchers to investigate children’s thoughts and feelings about a topic of interest Methods for Studying Development●Longitudinal study○Same child tested over a period of time○Limitations: child may not want to continue, takes lots of time●Cross-sectional study○Children at different ages are tested at the same time ●Sequential design○Cohort effects → specific things happen to specific cohorts ○Practice effects → get better at tasks○Attrition → ●Longitudinal-Sequential Study○Children at different ages are tested across several yearsThe Preemie Study●The cohort study followed ELBW babies between 500 and 1000 grams, born between 1977 and 1982 ●Originally, there were 179 babies, most recently only 100. At the same time, normal birth weight
babies of 144 children were recruited for comparisons, 89 still involved●suffer from neurosensory impairments such as blindness or cerebral palsy ⅕Sophisticated Research Designs●Quasi- Experimental design○Measuring things pre-intervention and post-intervention ●
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- Fall '13