This document discusses developmental research and the longitudinal research design. Developmental research studies progressive changes that occur as organisms develop. The two main research designs are cross-sectional and longitudinal.
A longitudinal study observes the same group of participants over time. For example, a study observed children's pretend play every 6 months for 3 years. Longitudinal research allows assessment of stability, identification of trends, and avoids cohort effects. However, it is time-consuming, expensive, and subject to attrition bias if participants drop out.
The document then provides an example of a hypothetical longitudinal study that examines the development of self-inhibition in toddlers, children, and teens. Participants would be observed to see how many chocolate chips
Descriptive Research Design - Techniques and TypesSundar B N
This ppt includes Introduction to Descriptive Research, Meaning of Descriptive Research Design and Methods used in Descriptive Research, Types of Descriptive Research and DIFFERENCE B/W EXPLORATORY AND CONCLUSIVE RESEARCH.
Subscribe to Vision Academy
https://www.youtube.com/channel/UCjzpit_cXjdnzER_165mIiw
Methods of Data Collection in Quantitative Research (Biostatistik)AKak Long
DEFINITION : Quantitative research, is defined as a the systematic investigation of phenomena by gathering quantifiable data and performing statistical, mathematical or computational techniques.
Quantitative research gathers information from existing and potential customers using sampling methods and sending out online surveys, online polls, questionnaires etc., the results of which can be depicted in the form of numericals.
After careful understanding of these numbers to predict the future of a product or service and make changes accordingly.
Described as the process of gathering and measuring information on variables of interest, in an established systematic fashion that enables one to answer research questions, test hypothesis and evaluate outcome.
Importance of data collection:
Helps us search for answers and resolutions
Facilitates and improve decision-making processes and the quality of the decisions made.
#Types of quantitative research.
. Survey research
The collection of data attained by asking individuals questions by either in person, on paper, by phone or online.
2. Correlational research
Measures two variables, understand assess the statistical relationship between them with no influence from any extraneous variable.
3. Casual-comparative research
To find relationship between independent and dependent variables after an action or event has already occurred.
4. Experimental research
Researcher manipulates one variables, and control/randomizes the rest of the variables.
Dear viewers Check Out my other piece of works at___ https://healthkura.com
Data Collection (Methods/ Tools/ Techniques), Primary & Secondary Data, Assessment of Qualitative Data, Qualitative & Quantitative Data, Data Processing
Presentation Contents:
- Introduction to data
- Classification of data
- Collection of data
- Methods of data collection
- Assessment of qualitative data
- Processing of data
- Editing
- Coding
- Tabulation
- Graphical representation
If anyone is really interested about research related topics particularly on data collection, this presentation will be the best reference.
For Further Reading
- Biostatistics by Prem P. Panta
- Fundamentals of Research Methodology and Statistics by Yogesh k. Singh
- Research Design by J. W. Creswell
- Internet
Tools and techniques in qualitative and quantitative researchDeepikakohli10
The presentation is about different Tools and techniques used for Research. It will help students, teachers, researchers and teacher educators to select appropriate tools and techniques for their research purpose.
Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research
Interview Method for Qualitative ResearchPun Yanut
Interview is the verbal conversation between two people with the objective of collecting relevant information for the purpose of research.
Interviewing, a method for conducting research, is a technique used to understand the experiences of others.
McNamra (1999), the interviewer can pursue in-depth information around the topic.
Interview may be useful as follow-up to certain respondent
Let's look at a baby. A baby doesn't really do much, doesn't seem to think much, and can be really kind of boring to study on its own. A toddler is a little more interesting. It can talk, walk, and interact with its environment. You can begin to assess some of the cognitive developments occurring. Kids in the elementary school develop quickly, and their skills grow exponentially. Take a moment to consider the differences between the different developmental periods. How is a child cognitively different than an adult? How is a teenager emotionally different than an elderly person? This continuum is the span of human development. Developmental research is a study focused on the progressive changes that occur as an organism develops. There isn't any way to reverse the changes that happen when you grow up. You can't take an older person and hit the reset button to revert them back to childhood to see how raising them at a different time will change who they are. It'd be nice, but unfortunately, we are stuck experiencing time in one direction. As we just discussed, there are magnitudes of difference between a few years of growth. When looking at individuals along this continuum, a researcher wants to know what changes occur. A scientist is not satisfied knowing 'things are different.' A researcher wants to know 'what is different?' How does a researcher go about and study the changes? The two primary ways are cross-sectional and longitudinal, which we will more thoroughly explore in other lessons. Here I am trying to explain what is Developmental Method of Research, What are the Types of it, What are the Limitations and suggestions to use this method and also utilization of this method with some of the research problem samples.
Descriptive Research Design - Techniques and TypesSundar B N
This ppt includes Introduction to Descriptive Research, Meaning of Descriptive Research Design and Methods used in Descriptive Research, Types of Descriptive Research and DIFFERENCE B/W EXPLORATORY AND CONCLUSIVE RESEARCH.
Subscribe to Vision Academy
https://www.youtube.com/channel/UCjzpit_cXjdnzER_165mIiw
Methods of Data Collection in Quantitative Research (Biostatistik)AKak Long
DEFINITION : Quantitative research, is defined as a the systematic investigation of phenomena by gathering quantifiable data and performing statistical, mathematical or computational techniques.
Quantitative research gathers information from existing and potential customers using sampling methods and sending out online surveys, online polls, questionnaires etc., the results of which can be depicted in the form of numericals.
After careful understanding of these numbers to predict the future of a product or service and make changes accordingly.
Described as the process of gathering and measuring information on variables of interest, in an established systematic fashion that enables one to answer research questions, test hypothesis and evaluate outcome.
Importance of data collection:
Helps us search for answers and resolutions
Facilitates and improve decision-making processes and the quality of the decisions made.
#Types of quantitative research.
. Survey research
The collection of data attained by asking individuals questions by either in person, on paper, by phone or online.
2. Correlational research
Measures two variables, understand assess the statistical relationship between them with no influence from any extraneous variable.
3. Casual-comparative research
To find relationship between independent and dependent variables after an action or event has already occurred.
4. Experimental research
Researcher manipulates one variables, and control/randomizes the rest of the variables.
Dear viewers Check Out my other piece of works at___ https://healthkura.com
Data Collection (Methods/ Tools/ Techniques), Primary & Secondary Data, Assessment of Qualitative Data, Qualitative & Quantitative Data, Data Processing
Presentation Contents:
- Introduction to data
- Classification of data
- Collection of data
- Methods of data collection
- Assessment of qualitative data
- Processing of data
- Editing
- Coding
- Tabulation
- Graphical representation
If anyone is really interested about research related topics particularly on data collection, this presentation will be the best reference.
For Further Reading
- Biostatistics by Prem P. Panta
- Fundamentals of Research Methodology and Statistics by Yogesh k. Singh
- Research Design by J. W. Creswell
- Internet
Tools and techniques in qualitative and quantitative researchDeepikakohli10
The presentation is about different Tools and techniques used for Research. It will help students, teachers, researchers and teacher educators to select appropriate tools and techniques for their research purpose.
Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research
Interview Method for Qualitative ResearchPun Yanut
Interview is the verbal conversation between two people with the objective of collecting relevant information for the purpose of research.
Interviewing, a method for conducting research, is a technique used to understand the experiences of others.
McNamra (1999), the interviewer can pursue in-depth information around the topic.
Interview may be useful as follow-up to certain respondent
Let's look at a baby. A baby doesn't really do much, doesn't seem to think much, and can be really kind of boring to study on its own. A toddler is a little more interesting. It can talk, walk, and interact with its environment. You can begin to assess some of the cognitive developments occurring. Kids in the elementary school develop quickly, and their skills grow exponentially. Take a moment to consider the differences between the different developmental periods. How is a child cognitively different than an adult? How is a teenager emotionally different than an elderly person? This continuum is the span of human development. Developmental research is a study focused on the progressive changes that occur as an organism develops. There isn't any way to reverse the changes that happen when you grow up. You can't take an older person and hit the reset button to revert them back to childhood to see how raising them at a different time will change who they are. It'd be nice, but unfortunately, we are stuck experiencing time in one direction. As we just discussed, there are magnitudes of difference between a few years of growth. When looking at individuals along this continuum, a researcher wants to know what changes occur. A scientist is not satisfied knowing 'things are different.' A researcher wants to know 'what is different?' How does a researcher go about and study the changes? The two primary ways are cross-sectional and longitudinal, which we will more thoroughly explore in other lessons. Here I am trying to explain what is Developmental Method of Research, What are the Types of it, What are the Limitations and suggestions to use this method and also utilization of this method with some of the research problem samples.
Assignment 3DUE Jan 27, 2019 1155 PMGrade DetailsGradeN.docxdanielfoster65629
Assignment 3
DUE: Jan 27, 2019 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Jan 14, 2019 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
This assignment is due at the end of Week 8. Be certain that you have done all the readings before attempting to do this assignment.
This course has been about the changes that take place as we move from childhood to adolescence. Now it's time to bring some of that information together, so that you can consider human growth and development in context.
Think about the 6-year-old you and the 16-year-old you. Consider physical, social/emotional, and cognitive changes. What things are very different? What things are very much the same?
Now consider the 16-year-old you and the current you. Consider physical, social/emotional, and cognitive changes. What things are very different? What things are very much the same?
Please use the attached chart for your answers. (click on the attachment below under Supporting Materials)
· Give three examples of development in each of the domain categories.
· Show how these things are different in the "current me" column.
· Using 75-100 words, describe which theor(ies) explain these changes and how.
Important Note: Please reach out to your instructor to discuss any concerns that you may have regarding the personal nature of this assignment.
Grading Rubric
CHFD307 Assignment 3
Rubric
POSSIBLE POINTS
STUDENT POINTS
Student exhibits a defined and clear understanding of the assignment. The student provides three (3) examples of development in each of the three domain categories (physical, social/emotional and cognitive) for a combined total of six (6) for the 6 yr old and 16 yr old self.
30
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications by noting similarities and differences in the “current me” column.
20
Student provides well-supported ideas and reflection with a variety of current and/or worldviews in the assignment. Student presents a genuine intellectual development of ideas throughout assignment by describing which theor(ies) explain the noted changes.
20
Evidence of research for materials/content is cited within the chart and listed in a reference section using APA format. You must support your writing with a minimum of 2 references.
15
Clarity of writing style Grammar/Punctuation/Spelling
15
TOTAL
100
Supporting Materials
· Assignment 3 Chart _r_2.xlsx (10 KB)
Bottom of Form
PROFESSOR FEEDBACK FROM ORIGINAL PAPER SEE ATTACHED ONE THAT WAS DONE BEFORE.
Submitted Text (Instructor comments are highlighted in yellow)
CHFD307 Assignment 3
Rubric
POSSIBLE POINTS
STUDENT POINTS
Student exhibits a defined and clear understanding of the assi.
“What is there in the life of each of us that requires our full attention at a particular age, that is vital for that age or for coming ages and cannot be postponed?”
This is the question Caleb Gattegno poses in his age-related trilogy The Universe of Babies, Of Boys and Girls, and The Adolescent and His Will.
In this book, Gattegno makes proposals for the study of children of elementary school age, and provides some answers to questions helpful in improving as a teacher of boys and girls in all school subjects.
Every research question needs an appropriate or suitable research method.
A given question may be answered with more than one method, but a given
research method is not necessarily appropriate for all questions. In other
words, for most research questions one has a choice of possible methods but
this choice is usually limited. One of the first tasks of the researcher – after
carefully specifying the research question – is to select a suitable method. This
selection must be done not only according to technical criteria (i.e., the degree of
compatibility between question and method), but also practical considerations.
These latter might include the amount of time available to do the research; the
resources available in terms of both people and materials; the circumstances
Manuscript Data Analysis | Manuscript analysis | Statistic analysisPubrica
Longitudinal examples of research design studies are beneficial for investigating the effects of time on various factors, such as human development, social change, disease progression, educational outcomes, and more. These studies frequently use repeated measurements, in which manuscript data is collected at many intervals, allowing researchers to study changes in individuals or groups over time.
Longitudinal examples of research design studies are beneficial for investigating the effects of time on various factors, such as human development, social change, disease progression, educational outcomes, and more. These studies frequently use repeated measurements, in which manuscript data is collected at many intervals, allowing researchers to study changes in individuals or groups over time.
Longitudinal examples of research design studies are beneficial for investigating the effects of time on various factors, such as human development, social change, disease progression, educational outcomes, and more. These studies frequently use repeated measurements, in which manuscript data is collected at many intervals, allowing researchers to study changes in individuals or groups over time.
Read more @ https://pubrica.com/insights/experimental-methodology/longitudinal-research-design/
It is a nptel course pdf made available here from its official nptel website . Its full credit goes to nptel itself . I am just sharing it here as i thought it would help someone in need of it . It is a course of INTRODUCTION TO ADVANCED COGNITIVE PROCESSES
Measures of Central Tendency-Mean, Median , Mode- Dr. Vikramjit SinghVikramjit Singh
This presentation discusses in details about different measures of central tendency like- mean, median, mode, Geometric Mean, Harmonic Mean and Weighted Mean.
This Slides presents different types of Parametric Test- like
T-test,
Parametric Test,
Assumption of Parametric Test,
Paired T Test,
One Sample T Test,
ANOVA,
ANCOVA,
Regression,
Two Way ANOVA,
Repeated Measure ANOVA,
Multiple Regression
Concept of Variables in Research by Vikramjit SinghVikramjit Singh
Different types of research variables have been explained here. Variables like Confounding Variables; Extraneous Variables; Intervening Variables; Independent Variables; Dependent Variables; Control Variables; Organisimic Variables; Criterion Variables; Predictive Variables; Study Variables; Categorical Variables; Discrete Variables; Ordinal Variables; Nominal Variables; Ratio Variables; Interval Variables; Dichotomous Variables etc.
This presentation deals with different characteristics of Research Tools its validity, reliability, Usability and other essential features of a good research tool.
Different Types of Research Tools , its uses and application has been explained here like on
Rating Scale,
Questionnaire,
Likert Scale,
Observation Schedule,
Interview Schedule,
Checklist,
Anecdotal Notes , Projective Techniques etc.
This document discusses different methods of sampling- probability sampling, and non-probability sampling. Under this sampling methods it also explain the details of sampling methods like- simple random sampling, cluster sampling, stratified random sampling, multi-stage sampling, systematic sampling, convenience sampling, quota sampling, snow-ball sampling, purposive sampling etc,. The document also suggests the characteristics of a good sample and precaution taken while doing sampling and interpretation on sample findings.
This Presentation Talks about Descriptive Research, Its types, How it is different from Experimental Study. It discusses about different types of survey research, cohort Studies , trend studies, longitudinal Study
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. SXCE,Patna
Developmental Research
Let's look at a baby. A baby doesn't really do much, doesn't seem to think much, and can be really kind of
boring to study on its own. A toddler is a little more interesting. It can talk, walk, and interact with its
environment. You can begin to assess some of the cognitive developments occurring. Kids in elementary
school develop quickly, and their skills grow exponentially. Take a moment to consider the differences
between the different developmental periods. How is a child cognitively different than an adult? How is a
teenager emotionally different than an elderly person? This continuum is the span of human development.
Developmental research is a study focused on the progressive changes that occur as an organism
develops. There isn't any way to reverse the changes that happen when you grow up. You can't take an
older person and hit the reset button to revert them back to childhood to see how raising them in a different
time will change who they are. It'd be nice, but unfortunately we are stuck experiencing time in one
direction.
As we just discussed, there are magnitudes of difference between a few years of growth. When looking at
individuals along this continuum, a researcher wants to know what changes occur. A scientist is not
satisfied knowing 'Things are different.' A researcher wants to know 'What is different?'
Methodology
How does a researcher go about and study the changes? The two primary ways are cross-sectional and
longitudinal, which we will more thoroughly explore in other lessons.
Before we get into examples on how this is done, we first need to have something to study. It sort of makes
sense, and I'm sorry I had to put it in, but it's where we have to start. Let's look at how self-inhibition
develops across a spectrum.
So we are going to look at self-inhibition, or the ability to tell yourself 'No!' We need to figure out how
we're going to study it. Well, I'm eating chocolate chips right now, so let's say we put a bowl of chocolate
chips in front of our participants and instruct them not to eat them.
Lastly, we need to figure out what age we are going to look at. Babies aren't really going to be useful in
this experiment, so we won't use them. So the youngest age we will look at is toddlers. And since we want
to know about development until adulthood, we will take everyone up to adulthood. We will be using
toddlers, kids, and teens.
Cross-Sectional
Cross-sectional studies are defined as comparing and contrasting samples of different age groups to
determine what difference occurs in each age group. In our example of studying inhibition, we will collect
participants from each age group. So we will have a group of children acting as representatives of their age
group. Here is how I will divide them; you could very easily do something different.
Age 2 to 2.9
Age 3 to 4.9
Age 5 to 9.9
Age 10 to 14.9
Age 15 to 20
E-Content- Module 9- Research Methods and Statistics.
1
Developmental Research
2. SXCE,Patna
'.9's' were used to ensure that each child would not belong to two groups. The researcher will follow the
same process with each individual in each group. The participant will sit down in the chair and be
instructed not to eat the chocolate chips. The researcher then leaves the room for 10 minutes while others
behind a two-way mirror count how many chips they eat.
A way of thinking of cross-sectional studies is you are taking a section from across a spectrum.
The Longitudinal Developmental Research Design
Developmental research designs are a type of nonexperimental research that can be used in order
to study age related changes in behaviour. One principal type of developmental research design
is the longitudinal design, in which one group of subjects are studied repeatedly over a period of
time. This week I am going to be describing this form of longitudinal design and outlining its
strengths and weaknesses.
Within a longitudinal developmental research design, the same participants are observed
recurrently over a period of time. This period of time may be quite brief (six months to a year), or
very long – sometimes even spanning a lifetime! The researcher may be studying one specific
aspect of development (for example, intelligence) or many. The subjects being studied are usually
cohort, which means they are roughly the same age and have grown up in similar circumstances.
The Longitudinal research design is an example of within-subjects design. However, no
treatment is administrated, instead the ‘treatment’ is the age. Longitudinal studies are often
described as a number of observations followed by a period of aging and development then
another set of observations.
One example of a longitudinal developmental study is that of Howes and Matheson (1992)1
, in
which the pretend play of a group of 1-to-2 year old children were repeatedly observed every 6
months over a period of 3 years. Howes and Matheson found that complexity of pretend play
increases with age and is also a reliable predictor of children’s future social competence with
peers.
There are several strengths and weaknesses associated with the longitudinal developmental
research design. Firstly, main advantage of the design is that it allows researchers to assess the
stability and continuity of several attributes of a sample by repeatedly observing the same
participants (Kagan & Moss, 1962)2
. Additionally, this type of design also allows researchers to
identify developmental trends by looking for common attributes that the subjects share, for
example, points at which most children undergo changes (Newman et al, 1997)3
. Another major
strength of the longitudinal design is that it avoids cohort effects because the researcher
examines one group of people over time, rather than comparing several different groups that
represent different ages and generations. Longitudinal research designs also allow researchers to
discuss how a single individual’s behaviour changes with age. Finally, this type of design
combines both qualitative and quantitative data, creating more in-depth research (Ruspini
1999)4
.
E-Content- Module 9- Research Methods and Statistics.
2
3. SXCE,Patna
Although so far I have portrayed the longitudinal research design in a positive and beneficial
manner, it is important to recognize its limitations and the disadvantages associated with using
this form of research design. Firstly, longitudinal research is very time consuming, for everyone
involved. The participants must be highly committed in order to continue and complete the
duration of the study, and the researcher must remain interested in the research whilst they wait
for years to see the final results. As well as being time consuming, this form of research is also
very expensive to conduct, since the researchers must track people down and persuade them to
come back and participate in the study. Additionally, there is added expense of repeatedly
training experimenters to conduct the study if it is going to span over many years. Also, focus of
the theory and research into the developmental sciences is constantly changing, thus longitudinal
studies may seem new and exciting to start with, but by the end of a 10 or 20 year project the
outcome may seem trivial.
Further disadvantages can be identified when assessing the validity of the longitudinal research
design. Practice effects may threaten the validity of a study: participants who are repeatedly
tested and interviewed may become increasingly familiar with contents. As a result, they may
display performance improvements that are unrelated to the normal patterns of development.
Furthermore, the longitudinal research design is subject to high drop out rates of participants,
which may also weaken the internal validity of such studies. A study conducted by Colby et al.
(1983)5
is one example of a longitudinal study to suffer participant attrition: participants were
interviewed at intervals of 3 to 4 years over a 20 year period and the sample size decreased from
84 participants to only 51. Since longitudinal studies may go on for a number of years,
participants may lose interest in the study, move away or die. When participants drop out of a
study, it is known as participant attrition, which can result in smaller and non-representative
samples. The participants who drop out may have different attributes as those who stay,
consequently, the group at the end of the study may have completely different characteristics as
the initial group at the beginning. For example, if the less-motivated participants drop out during
a study, the group of participants at the end will be more motivated than the group at the start
and this higher level of motivation may explain the changes made over time, rather than the age.
One final limitation of the longitudinal developmental research design is the cross-generational
problem. As I mentioned earlier, children in a longitudinal study are usually drawn from one
cohort, therefore they are likely to have very different experiences than children from other eras.
For example, consider how much change there has been since the 1940s and 1950s, when
children in some of the early longitudinal studies were growing up. Family dynamics have
changed drastically since then, and modern families are a lot smaller now, move houses more
frequently and often use day-care centers and nurseries. Children now have access to computers,
video games, and televisions, which were not available in the 1940s and 1950s. Children of earlier
eras grew up in a completely different world, so it cannot be certain that children today develop
E-Content- Module 9- Research Methods and Statistics.
3
4. SXCE,Patna
in exactly the same way. As a result, these cross-generational changes may limit the conclusions
of the longitudinal studies to only the participants growing up whilst the study was in progress.
In conclusion, in the longitudinal developmental research design, the same group of participants
are observed and measured at different intervals over a period of time, thus cohort effects are not
a problem. Stability, continuity and normative trends can easily be identified and quantitative
methods are combined with qualitative methods. However, I believe the weaknesses of this type
of research design outweigh the strengths. Longitudinal studies are very time consuming for both
researchers and participants, as well as being extremely expensive. The validity of such studies
can be questioned due to practice effects, and participant attrition may create biased and non-
representative samples. Finally, cross-generational problems can make it difficult to generalize
finding from studies between different eras. In all, researchers must take into account the many
disadvantages of using this type of research design before undertaking a study. However, these
disadvantages may be overcome by using a very similar research design called the sequential
design, which combines the best features of longitudinal research. I will discuss this design
further next time.
---------------------------------------------------------------------------------------------------------------------
The Development Studies major focuses on social transformation or change. The
problems of social transformation are urgent, massive, complex, and often transcend the
boundaries of conventional academic disciplines.
DS examines the problems, processes, and prospects for the development of human
and material resources in what are generally thought to be the less developed areas of
the world. To study comparative development effectively, one must draw upon many
disciplines and construct a balanced understanding of historical and contemporary
processes. Thus, studying development as a social transformation requires a blending of
knowledge and perspectives from political science, economics, sociology, psychology,
anthropology, geography, history, and environmental science.
Student Learning Goals
E-Content- Module 9- Research Methods and Statistics.
4
5. SXCE,Patna
Undergraduates should have the following knowledge and skills when
they graduate with a major in Development Studies from UC Berkeley:
Develop Strong Interdisciplinary Training with Control over Key Concepts in the
Social Sciences
Develop a critical understanding of conventional and non-conventional measures
and indices of development
Comprehend core concepts pertaining to Development Studies which are part of
larger social scientific traditions and analysis (state, market, civil society)
Understand the genealogy of particular theoretical traditions of development that
are both rooted in and cross cut the disciplines.
Grasp the complex relations between development as a series of planned
interventions (at various levels) and the dynamics, conflicts and rhythms of
historical change and social transformation.
Apply an Interdisciplinary Approach to the Analysis of International Development
Theory and Practice
Recognize how differing concepts and ideas are translated into development
practice
Identify the multiple forms of state and non-state interventions – and the map of
multilateral, bilateral and local development institutions – associated with
contemporary international development.
Integrate understandings of market, state and civil society, and grasp how they are
deployed in development theory and practice
Acquire Historical & Geographical Knowledge and Language Skills
Examine the historical processes by which the Global South emerged from within
the modern world system (post 1450)
Develop a comparative understanding of major world regions and their interrelations
Gain a substantive knowledge of cultural, political, economic, and historical
development of one particular region of the developing world; if possible, participate
in Education Abroad Program in a country in the region
Acquire language skills relevant to regional expertise
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Demonstrate Research, Critical Reading, and Writing Skills
Formulate well-organized arguments supported by evidence
Write clearly and effectively
Apply basic quantitative skills
Critically evaluate arguments in professional, public and advocacy literatures
Gain some practical experience through internships
Learning Goals Appendix:
DS Learning Goals: Appendix
Major Requirements
Lower Division:
5 Courses
DS 10: Introduction to Development Studies. (You must earn a C or better prior to
declaring. This course can only be repeated once). DS 10 is restricted to freshmen,
sophomores, and first-semester junior transfer students. Continuing juniors or
seniors who have not taken DS 10 may substitute with any course listed in
Appendix B in the DS Handbook.
Econ 1 or 2: Introduction to Economics. (You must earn a C or better prior to
declaring. This course may be repeated only once).
Anthro 3: Introduction to Social and Cultural Anthropology.
IAS 45: Survey of World History.
Statistics 2, 20, or 21.
Foreign Language:
All students must demonstrate a proficiency equivalent to four college-level semesters in
any modern language other than English. Equivalency can be achieved through
coursework, AP credit, examination, and/or study abroad. For more information on how
to complete the language requirement, please consult the DS Handbook. Languages
accepted by the College of Letters and Science are not automatically accepted by the
DS major. Please check with the department for eligible languages.
Upper Division:
Development Studies 100: History of Development and Underdevelopment.
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Disciplinary Courses: two courses in the same discipline selected from Appendix A
in the DS Handbook.
Development Courses: two courses selected from Appendix B in the DS Handbook.
Methodology: one course selected from Appendix C in the DS Handbook.
Concentration: three upper-division courses are selected to provide substantive
knowledge of the cultural, political, economic, and historical development of one
particular region of the developing world. It is best to choose courses from more
than one discipline. Concentration courses must be pre-approved by an advisor.
Courses are chosen from Appendix D in the DS Handbook.
How To Declare
Declaring:
Applications are accepted during the fall and spring semesters from the third week of
instruction until the last day of instruction (not the last day of finals). Applications are
accepted during the summer from the last week in May until the beginning of the fall
semester (not the beginning of classes).
To be eligible to declare students must have:
completed DS 10 with a grade of C or better (students may repeat DS 10 only once
to achieve a grade of C or better);
completed Economics 1 or 2 with a grade of C or better; and
are not in the final semester of undergraduate work.
Additionally, students are encouraged – but not required – to complete two semesters of
college-level foreign language or the equivalent before applying to the major.
To get declared you must both:
attend a Major Declaration Workshop (check the Teaching Program Calendar for
dates), and
meet with an advisor to submit the DS application materials
Bring a completed DS Application – including all materials and transcripts listed below –
to the Workshop. Application materials may be submitted after attending the Major
Declaration Workshop. However, students will not be officially declared until they have
both attended a Workshop and submitted all declaration papers.
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