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Chapter 1 research methods and ethics
- 1. Research in Human Development (1 of 7) • The Scientific Method • Organized method for questions, answers, and discoveries • Basic steps • Unexpected findings, replication, flaws Kuther, Lifespan Development, 2e. © SAGE Publications, 2020 1
- 2. Research in Human Development: The Scientific Method • The process of posing and answering questions by making careful and systematic observations and gathering information 1. Identify the research question or problem to be studied and formulate the hypothesis 2. Gather information to address the research question 3. Analyze the information gathered and determine whether the hypothesis is supported 4. Interpret the summarized information and share the findings Kuther, Lifespan Development: Lives in Context. © 2017, SAGE Publications. 2
- 3. Research in Human Development (2 of 7) • Methods of Data Collection: Observational measures • Naturalistic observation • Observe and record behavior in natural, real-world settings • Participant reactivity • Participants may change their behavior due to the presence of an observers • Structured observation • Observing and recording behaviors displayed in a controlled environment Kuther, Lifespan Development, 2e. © SAGE Publications, 2020 3
- 4. Research in Human Development (3 of 7) • Methods of Data Collection: Self-Report Measures • Open-ended interview • Flexible and permits participants to explain their thoughts thoroughly and in their own way • Structured interview • Uses lists of questions to help direct the interview and obtain the information the scientists are interested in. • Questionnaires • Lists of questions that participants respond can be open- ended questions or likert or multiple choice questions. • Cons of Self-report • People may give socially desirable answers • Self-report data may not always reflect people’s true attitudes and behavior Kuther, Lifespan Development, 2e. © SAGE Publications, 2020 4
- 5. Research in Human Development (4 of 7) • Methods of Data Collection: Physiological Measures • Physiological indicators • Advantages and challenges • Advantages: Objective data collection, standard measurements • Challenges: Getting consistent measurements, directly measuring variable of interest • Measures of brain activity • Great tool for studying brain growth and changes • Can be difficulty with younger populations, indirectly measures the variables of interest when using humans Kuther, Lifespan Development, 2e. © SAGE Publications, 2020 5
- 6. Research in Human Development (5 of 7) • Research Designs • Case study • A detailed study of a single person or group. • Can gather lots of data and understand the specific case well • But the conclusions may not be valid in other contexts Kuther, Lifespan Development, 2e. © SAGE Publications, 2020 6
- 7. Correlational Research • Correlational research permits researchers to examine relationships between variables • Correlational research cannot enable researchers to make conclusions about the causes of the relationship Kuther, Lifespan Development: Lives in Context. © 2017, SAGE Publications. 7
- 8. Research in Human Development (6 of 7) • Research Designs: Experimental Research • Dependent and independent variables • Dependent variable • The behavior under study • Independent variable • The factor proposed to change the behavior under study Kuther, Lifespan Development, 2e. © SAGE Publications, 2020 8
- 9. Components of an Experiment • Experimental groups • Test groups whose experiences are manipulated by varying the independent variable • Control group • A group that is treated in every way like the experimental group but does not receive the independent variable in order to compare the effect of the manipulation • Random assignment • Each participant has an equal chance of being assigned to the experimental or control group Kuther, Lifespan Development: Lives in Context. © 2017, SAGE Publications. 9
- 10. Research in Human Development (7 of 7) • Developmental Research Designs • Cross-sectional research design • Comparing groups of people at different ages (cohorts), at one time • Longitudinal research design • One group of participants is studied at many points in time • Sequential research designs • assessing multiple cohorts over time Kuther, Lifespan Development, 2e. © SAGE Publications, 2020 10
- 11. Developmental Research Designs: Sequential Research Design Kuther, Lifespan Development: Lives in Context. © 2017, SAGE Publications. 11
- 12. Research Ethics • Beneficence and nonmaleficence • Responsibility • Integrity • Justice • Respect for autonomy Kuther, Lifespan Development, 2e. © SAGE Publications, 2020 12
- 13. Beneficence and Nonmaleficence • To do good and not to do harm • the responsibility of researchers to their participants and how they may protect them • Researchers must protect and help the individuals, families, and communities with which they work • Maximize the benefits • Minimize the potential harms Kuther, Lifespan Development: Lives in Context. © 2017, SAGE Publications. 13
- 14. Responsibility • Adhere to professional standards of conduct • Clarifying their obligations and roles to others • Avoiding conflicts of interest Kuther, Lifespan Development: Lives in Context. © 2017, SAGE Publications. 14
- 15. Integrity • Scientists must be accurate, honest, and truthful in their work • Scientists must make every effort to keep their promises to the people and communities with which they work Kuther, Lifespan Development: Lives in Context. © 2017, SAGE Publications. 15
- 16. Justice • The benefits and risks of participation in research must be spread equitably across individuals and groups • Scientists must take care to ensure that all people have access to and benefit from the contributions of research Kuther, Lifespan Development: Lives in Context. © 2017, SAGE Publications. 16
- 17. Respect for Autonomy • The subjects’ ability to make and implement decisions • Help participants to make their own decisions about whether to participate in the study • Researchers must accept their decisions • Respecting people’s autonomy also means protecting those who are not capable of making judgments and asserting themselves • Researchers must provide information about the research study and answer questions in order to help participants to make their own decisions about whether to participate in the study • Researchers must accept their decisions • Respecting people’s autonomy also means protecting those who are not capable of making judgments and asserting themselves Kuther, Lifespan Development: Lives in Context. © 2017, SAGE Publications. 17
- 18. Responsibilities to Participants • Scientists work to balance the benefits of research against the possible harm that can occur to participants (mental, emotional, and physical risks) • Institutional Review Board (IRB) • The IRB examines the proposed research study in light of professional ethical codes as well as those articulated by the U.S. Department of Health and Human Services Kuther, Lifespan Development: Lives in Context. © 2017, SAGE Publications. 18
- 19. Responsibilities to Participants: Informed Consent • The participants’ informed, rational, and voluntary agreement to participate • Informed: Consent must be made with knowledge of the scope of the research, the potential for harm (if any), and the possible benefits of participating • Rational: Consent must be made by a person capable of making a rational decision • Parents provide parental permission for their minor children to participate • Voluntary: The decision to participate must be made freely and without coercion Kuther, Lifespan Development: Lives in Context. © 2017, SAGE Publications. 19
- 20. Responsibilities to Participants: Informed Consent • Children as participants: Researchers respect children’s growing capacities for decision making in ways that are appropriate to their age by seeking assent (children’s agreement to participate). For example, a researcher would ask a child if he or she wants to play with the researcher and answer some questions. Kuther, Lifespan Development, 2e. © SAGE Publications, 2020 20
Editor's Notes
- 1.4: Describe the methods and research designs used to study human development.
- LO 1.7: Compare self-report and observational methods of collecting information about participants.
- 1.4: Describe th Naturalistic observation Observe and record behavior in natural, real-world settings Structured observations Observing and recording behaviors displayed in a controlled environment e methods and research designs used to study human development.
- 1.4: Describe the methods and research designs used to study human development. People may give socially desirable answers Self-report data may not always reflect people’s true attitudes and behavior
- 1.4: Describe the methods and research designs used to study human development.
- 1.4: Describe the methods and research designs used to study human development.
- LO 1.8: Contrast the uses of correlational and experimental research. Correlational research permits researchers to examine relations among measured characteristics, behaviors, and events Correlational research cannot enable researchers to make conclusions about the causes of the relationship between variables, only that a relationship exists among variables For example: Children who watch more television on school nights score lower on achievement tests
- 1.4: Describe the methods and research designs used to study human development.
- LO 1.8: Contrast the uses of correlational and experimental research.
- 1.4: Describe the m Comparing groups of people at different ages (cohorts), at one time Allows scientists to draw conclusions about age differences Does not permit conclusions about development because participants differ not only in terms of age but cohort One group of participants is studied at many points in time Longitudinal research provides information about age change because it follows people over time Longitudinal research studies only one cohort – one generation – and therefore is prone to cohort effects ethods and research designs used to study human development.
- LO 1.9: Assess the strengths and weaknesses of cross-sectional, longitudinal, and sequential research designs.
- 1.5: Discuss the ethical responsibilities of researchers to protect their participants.
- LO 1.10: Discu Researchers must protect and help the individuals, families, and communities with which they work Maximize the benefits Minimize the potential harms ss the responsibility of researchers to their participants and how they may protect them.
- LO 1.10: Discuss the responsibility of researchers to their participants and how they may protect them. What would be a possible conflict of interest?
- LO 1.10: Discuss the responsibility of researchers to their participants and how they may protect them.
- LO 1.10: Discu Scientists must take care to ensure that all people have access to and benefit from the contributions of research ss the responsibility of researchers to their participants and how they may protect them.
- LO 1.10: Discuss the responsibility of researchers to their participants and how they may protect them. Help participants to make their own decisions about whether to participate in the study Researchers must accept their decisions Respecting people’s autonomy also means protecting those who are not capable of making judgments and asserting themselves Researchers must provide information about the research study and answer questions in order to help participants to make their own decisions about whether to participate in the study Researchers must accept their decisions Respecting people’s autonomy also means protecting those who are not capable of making judgments and asserting themselves
- LO 1.10: Discuss the responsibility of researchers to their participants and how they may protect them. Scientists work to balance the benefits of research against the possible harm that can occur to participants (mental, emotional, and physical risks)
- LO 1.10: Discuss the responsibility of researchers to their participants and how they may protect them. The participants’ informed, rational, and voluntary agreement to participate Informed: Consent must be made with knowledge of the scope of the research, the potential for harm (if any), and the possible benefits of participating Rational: Consent must be made by a person capable of making a rational decision Parents provide parental permission for their minor children to participate Voluntary: The decision to participate must be made freely and without coercion Children as participants: Researchers respect children’s growing capacities for decision making in ways that are appropriate to their age by seeking assent (children’s agreement to participate). For example, a researcher would ask a child if he or she wants to play with the researcher and answer some questions.