The document outlines various research methods used in the scientific study of human development, including sampling techniques, measures such as observation and standardized tests, basic research designs like experiments and correlational studies, developmental designs like cross-sectional and longitudinal studies, and issues around research ethics. Key methods are sampling, measures, basic and developmental research designs, and consideration of research ethics.
12. Sampling
• Representa)ve sample: Group of par?cipants
from a general popula?on.
– Generaliza?on of findings: the best
• Convenient sample: Group of par?cipants
selected for convenience or accessibility.
– Generaliza?on of findings: not always
13. Sampling
• Representa)ve sample: Group of par?cipants
from a general popula?on.
– Generaliza?on of findings: the best
• Convenient sample: Group of par?cipants
selected for convenience or accessibility.
– Generaliza?on of findings: not always
• Selec)ve sample: Group of par?cipants selected
on the basis of
– Generaliza?on of findings: limited
18. Measures
• Observa)on: naturalis?c or laboratory (need
coding)
• Interview: structured or open‐ended;
answers: pre‐scaled or open‐ended (need coding)
• Ques)onnaire: answers are pre‐scaled
• Life‐history records: records of chronology of life
events or ac?vi?es (school records, reports of events)
19. Measures
• Observa)on: naturalis?c or laboratory (need
coding)
• Interview: structured or open‐ended;
answers: pre‐scaled or open‐ended (need coding)
• Ques)onnaire: answers are pre‐scaled
• Life‐history records: records of chronology of life
events or ac?vi?es (school records, reports of events)
• Diary
20. Measures
• Observa)on: naturalis?c or laboratory (need
coding)
• Interview: structured or open‐ended;
answers: pre‐scaled or open‐ended (need coding)
• Ques)onnaire: answers are pre‐scaled
• Life‐history records: records of chronology of life
events or ac?vi?es (school records, reports of events)
• Diary
• Standardized tests: standard procedures for
administra?on and scoring (intelligence test)
21. Measures
• Observa)on: naturalis?c or laboratory (need
coding)
• Interview: structured or open‐ended;
answers: pre‐scaled or open‐ended (need coding)
• Ques)onnaire: answers are pre‐scaled
• Life‐history records: records of chronology of life
events or ac?vi?es (school records, reports of events)
• Diary
• Standardized tests: standard procedures for
administra?on and scoring (intelligence test)
• Physiological indices (heart rate, EEG etc.)
37. Longitudinal Study:
Advantages & Disadvantages
• Advantages: Can truly access developmental
change and con?nuity
• discover developmental processes
• Iden?fy individual pathways Disadvantages:
Time consuming and expensive
• problems of biased aVri?on
• results may be valid only for the genera?on
studied.
38. Cross‐sec?onal Study:
Advantages & Disadvantages
• Advantages: Speedy, economical
• can show similarity and differences among age
groups.
• Disadvantages: Can’t access developmental
changes and con?nuity
• Developmental differences can be confounded
cohort differences‐differnces between the first
cohorts (nothing to do with developmental
differences).
40. Sequen?al Design
Year
1996 1998 Age
Cohort IV: Age = 8 8
Cohort III: Age = 6 6
Cohort II: Age = 4 4
Cohort I: Age = 2
41. Sequen?al Study:
Advantages & Disadvantages
• Advantages: speedy and economical
• can assess developmental changes and
con?nuity within a certain period of
development
• Disadvantages: can’t inves?gate individual
pathways across several periods of
development.
42. Research Ethics
Informed consent
Avoidance of decep?on, harm, or undesirable
effect
Right to
43. Readings
• Table 2‐3, p. 38 (45)
• Table 2‐4, p. 41 (48)
• Table 2‐5, p. 47 (53)
• P. 48 (pp. 55‐56) on Research Ethics