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Due Thursday Answer the following questions in 25 to 50 words each, covering material from Ch. 6 and 7 of Methods in Behavioral Research: 0. What is the difference between a qualitative method of behavioral research and a quantitative method of behavioral research? 0. What is a case study? When are case studies most useful? 0. What are different methods for administering surveys? When would you use each method? 0. Why is the wording of questions important in survey research? What types of questions should be avoided? Why? 0. What is interview bias? When can this occur? 0. A researcher attends an art reception in a major metropolitan city. She decides to approach people over the age of 50 and ask them to fill out a brief survey about purchasing artwork. Is this a probability or a nonprobability sampling technique? What type of sampling procedure—simple random, stratified random, cluster, haphazard, purposive, or quota—is this? Respond to the following in a minimum of 175 words: Imagine you are a researcher interested in identifying the components of giftedness in preteen children. What quantitative methods might you use to help you better understand the experience of giftedness? What qualitative methods might you use? What are the advantages and disadvantages of each approach? Respond to classmates responds substantive responses needed I would say that the quantitative method identified as a research approach that focuses on specific behaviors of the participant group, and these behaviors can be. The best way to explain this as a preteen children ad giftedness, quantitative observation is is a statistical analysis this is a large sample taken for the study, this includes the percentages of gifted preteens that is varies by age. Qualitative method for preteen giftedness is based on is better used in gathering the information in groups of 8 to 10 preteens, using more of an interview setting. Qualitative is expressed in a nonnumerical terms using language and images. Quantitative and Qualitative would not be best used in this study because quantative would examine the data of the gifted preteens and Qualitative would be able to conceptualize in nonnumerical terms. Keep in mind the distinction between quantitative and qualitative approaches to describing behavior are valuable and provide us with different ways of understanding behavior. Observing the giftedness of preteens is valuable using both methods for the study. Cozy, P.C. and Bates, S.C. (2015). Methods in Behavioral Research (12th ed.). New York, NY: McGraw Hill I would say that qualitative is a great way to study the level of giftedness with children and how they interact with peers, etc. We would be able to observe them in their natural settings, such as school. It may be possible to survey parents on their behaviors at home and compare the two as well. The quantitative could be focusing on their social patterns and behaviors, measuring the frequency or level of certain behav ...

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I would say that the quantitative method identified as a research
approach that focuses on
specific behaviors of the participant group, and these behaviors
can be. The best way to explain this as a preteen children ad
giftedness, quantitative observation is is a statistical analysis
this is a large sample taken for the study, this includes the
percentages of gifted preteens that is varies by age. Qualitative
method for preteen giftedness is based on is better used in
gathering the information in groups of 8 to 10 preteens, using
more of an interview setting. Qualitative is expressed in a
nonnumerical terms using language and images. Quantitative
and Qualitative would not be best used in this study because
quantative would examine the data of the gifted preteens and
Qualitative would be able to conceptualize in nonnumerical
terms. Keep in mind the distinction between quantitative and
qualitative approaches to describing behavior are valuable and
provide us with different ways of understanding behavior.
Observing the giftedness of preteens is valuable using both
methods for the study.
Cozy, P.C. and Bates, S.C. (2015). Methods in Behavioral
Research (12th ed.). New York, NY: McGraw Hill
I would say that qualitative is a great way to study the level of
giftedness with children and how they interact with peers, etc.
We would be able to observe them in their natural settings, such
as school. It may be possible to survey parents on their
behaviors at home and compare the two as well. The
quantitative could be focusing on their social patterns and
behaviors, measuring the frequency or level of certain behaviors
among the gifted population and comparing them. This could be
male vs female, specific age categories, etc. The advantages of
a qualitative method is that we could see the settings, and set a
prediction or behaviors or triggers for specific types of behavior
and the way the gifted child acts and reacts in those settings.
While we could measure the behaviors and frequencies, a
disadvantage might be that the triggers may not always be the
same and could be at random and might skew the results. I am

looking at the behavior side of gifted children versus their
skills. I find behavior fascinating as well as motivations, etc.
Cozy, P.C. and Bates, S.C. (2015). Methods in Behavioral
Research (12th ed.). New York, NY: McGraw Hill
Page 2

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Use the Capella library to locate two psychology research articles: a quantitative methods article and a qualitative methods article. These do not need to be on the same topic, but if you have a research topic in mind for your proposal (see Assessment 5), you may wish to pick something similar for this assessment. Read each article carefully. Then, in a 2–3-page assessment, address the following elements: 1 Summarize the research question and hypothesis, the research methods, and the overall findings. 2 Compare the research methodologies used in each study. In what ways are the methodologies similar? In what ways are they different? (Be sure to use the technical psychological terms we are studying.) 3 Describe the sample and sample size for each study. Which one used a larger sample and why? How were participants selected? 4 Describe the data collection process for each study. What methods were used to collect the data? Surveys? Observations? Interviews? Be specific and discuss the instruments or measures fully—what do they measure? How is the test designed? 5 Summarize the data analysis process for each study. How was the data analyzed? Were statistics used? Were interviews coded? 6 In conclusion, craft 1–2 paragraphs explaining how these two articles illustrate the main differences between quantitative and qualitative research. Additional Requirements · Written communication: Written communication should be free of errors that detract from the overall message. · APA formatting: Your assessment should be formatted according to APA (6th ed.) style and formatting. · Length: A typical response will be 2–3 typed and double-spaced pages. Font and font size: Times New Roman, 12 point. Research Methods There are many different types of research studies, and the type of study that is done depends very much on the research question. Some studies demand strictly numerical data, such as a comparison of GPA among different college majors or weight loss among different types of eating programs. Others require more in-depth data, like interview responses. Such studies might include the lived experience of people that have been through a terrorist attack or understanding the experience of being physically disabled on a college campus. While there are a number of different types of studies that can be done, all of them fall under two basic categories: quantitative and qualitative. Quantitative Research Quantitative research deals with numerical data. This means that any topic you study in a quantitative study must be quantifiable—grades, weight, height, depression, and intelligence are all things that can be quantified on some scale of measurement. Quantitative data is often considered hard data—numbers are seen as concrete, irrefutable evidence, but we have to take into account a number of factors that could impact such data. Errors in measurement and recording of such data, as well as the influence of other factors outside those in the study, make for ...

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39 2STUDYING CHILD DEVELOPMENT o me, research is discovery: an odyssey of surprises, confi rmations, and unexpected twists and turns that contribute to the excitement of a research career. . . . The excitement of a research career is that the story told by the data is always more interesting than the one you expect to confi rm. In this sense, human behavior is far more interesting and provocative than even the most thoughtful theories allow, and this means that the scientist must be instructed by the lessons revealed by unexpected research fi ndings— while maintaining humility about her or his capacity to predict the next turn in the road. (Thompson, 1996, p. 69) RESEARCH METHODS IN DEVELOPMENTAL PSYCHOLOGY MEASURING ATTRIBUTES AND BEHAVIORS METHODS OF COLLECTING DATA RESEARCH DESIGNS SPECIAL ISSUES IN DEVELOPMENTAL RESEARCH STRATEGIES FOR ASSESSING DEVELOPMENTAL CHANGE CROSS-CULTURAL STUDIES OF DEVELOPMENT ETHICAL ISSUES IN DEVELOPMENTAL RESEARCH CONTROVERSY: THINKING IT OVER Should Researchers Reveal Information They Learn About Participants in Their Studies? CHAPTER RECAP T 308200_ch02.indd Page 39 6/4/07 11:40:32 PM elhi308200_ch02.indd Page 39 6/4/07 11:40:32 PM elhi /Users/elhi/Desktop/BUKATKO/1614T_Bukatko%0/hmbuk1indd/308200_ch02/Users/elhi/Desktop/BUKATKO/1614T_Bukatko%0/hmbuk1indd/308200_ch02 40 PART ONE � CHAPTER 2 STUDYING CHILD DEVELOPMENT L T hese words, written by developmental researcher Ross Thompson, reveal the genuine enthusiasm of the scientist for the task of systematically observing and making sense of human behavior. Like investigators in many disciplines, developmental psychologists are fi rmly committed to the idea that theories and hypotheses, such as those described in the chapter titled “Themes and Theories,” should be thoroughly and systematically tested using sound principles of science. But, as Thompson suggests, researchers must be prepared to modify or even cast off theories if their observations suggest other truths. At fi rst glance, this outcome may seem discouraging. But, as many researchers can attest, great rewards lie in the simple notion of discovering something new. Part of the reason that researchers get drawn into the enterprise of developmental psychology is that they are captivated by and want to understand the fasci- nating, complex, and oftentimes surprising array of behaviors children display. Moreover, there is the sheer fun of being a “child watcher.” As even the most casual of observers can confi rm, children are simply delightful subjects of study. Research can also make a real difference in the lives of children. For example, newborn nurs- eries for premature infants now contain rocking chairs so that parents and nurses can rock and stimulate babies previously confi ned to isolettes. Bilingual education programs capitalize on the ease with which young children master the complexities of language. Clinical interventions help shy chil.

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Cultural Differences in Parenting.docx Running Head: CULTURAL DIFFERENCES IN PARENTING 3 CULTURAL DIFFERENCES IN PARENTING Name: Paper Title: Course Title: Instructor's Name: Date: Annotated Bibliography Chang, M. (2007). Cultural differences in parenting styles and their effects on teens' self-esteem, perceived parental relationship satisfaction, and self-satisfaction (Doctoral dissertation, Carnegie Mellon University). This resource looks at the influence different types of parenting may have on children. Using a study involving 156 teenagers from New Jersey, the research determines this effect on teenagers’ self-esteem and overall satisfaction with themselves and their parents. In many cases, a parent’s role in their relationship with their children plays a huge part in their development. The results of the research showed that there was no significant disparity between race and parenting but there was significant difference indicating a huge difference in parenting between races. Chao, R., & Kanatsu, A. (2008). Beyond socioeconomics: Explaining ethnic group differences in parenting through cultural and immigration processes. Applied Development Science, 12(4), 181-187. This study examines culture and socioeconomic factors in understanding the difference in monitoring, behavioural control and warmth. Some of the variables of this study include the education and employment levels of parents, the number of siblings in a home and homeownership among many others. The study was conducted on 591 European Americans, 123 African Americans, 1614 Asian Americans and 597 Latino students in 9th grade. Differences were found between different groups and explained as factors of ethnicity and nationality. Ho, C., Bluestein, D. N., & Jenkins, J. M. (2008). Cultural differences in the relationship between parenting and children's behaviour. Developmental psychology, 44(2), 507. The study in this paper observed the relationship between ethnicity and children’s affinity for aggression and emotional problems. Data from 14990 children were collected and analysed and an association was noted between parental harshness and aggression in children. However, the relationship between parental harshness with the emotional problems of the child did not differ with regards to different ethnic groups. Shapka, J. D., & Law, D. M. (2013). Does one size fit all? Ethnic differences in parenting behaviours and motivations for adolescent engagement in cyberbullying. Journal of youth and adolescence, 42(5), 723-738. This paper was important because it brings a modern problem which is cyberbullying on adolescents and its association to different ethnic groups. Parenting behaviours and their effect on cyber aggression were explored. Adolescents completed self-report questionnaires about their engagement in cyberbullying, perceptions of their parents’ behaviours about their online activities, their motivations for cyberbullying, as well as several other releva.

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