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Summary Methods in Developmental Research
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Cornell notes templateo Developmenta 1. Describe and explain developmental change:
Methods
l research
in developmental research
o Describe how performance changes with age
To highlight key methodological issues in carrying out developmental research
seeks to: o Specify children’s abilities and limitations as development proceeds
To discuss different research methods and designs; to evaluate their strengths and weaknesses
o of Explain
To discuss implicit vs explicit levels knowledgewhyand
children behave
how these can the way they do at certain ages
be examined
To introduce you to different eye otracking
Howparadigms
do new levels of understanding develop from earlier less
To discuss different research methodsadvanced ones?
and designs; to evaluate their strengths and weaknesses (cross sectional
2.Uncover
design, longitudional design, microgenetic design)earliest instances of knowledge
Different dependent measures may reveal different levels of knowledge, measure childrens knowledge on basis of
verbal and non verbal responses to - questions
Piaget talks about the radical changes of performance within children
Measuring infant knowledge – when verbal as theyresponses
grow older
are not an option
- 5 year old child might approach a task in a completely different way to
an 8 year old child
- Why do they behave this way at this age?
- What is driving change in logical reasoning – nature/nature,
experiences, taught
- The earlier the evidence in the infant (the younger the infant the more)
it suggests that experience doesn’t play such as Crucial role and is
perhaps innate knowledge
o What issues
are particularly 1. Capturing developmental change – select appropriate age range –
important pinpoint that age.
when 2. Type of design e.g. cross sectional or longitudinal
conducting 3. Ethics – younger than 16 y/o you must get informed consent from
developmental parent or guardian e.g. in schools headteacher must be happy for
research? research to be taken place then consent forms sent to parents
4. Don’t understand the right to withdraw – watching out for signs of
distress as they might be too shy to say stop. Have to be sensitive to
their emotions
5. Children’s responses to adult researchers will be much more shy
than with e.g. parents. Have to build rapport with the child before
begin task
6. Age appropriate tasks and instructions – sensitive to needs of
youngest
participants and then the rest of the age groups will be able to
do it
7. Test preverbal infants – wont be able to communicate
8. Confounding variables – impact results – particularly important in
children as development in children changes radically – e.g only test
children from the same type of upbringings/background
9. Beware of biases – more likely in children as they have very strong
emotions about different things e.g. pick a pink character purely
because they like pink more than the fact they think the character is
nice or not
10. Counterbalancing – e.g. balance out and prevent biases of them
having too much influence – e.g. use neutral colours or use half of the
nice people in pink and then the other half in blue
- Extra notes:
- Consent
- Attention – if task is boring, lack of attention and will effect focus and
consequently the results
- Task demands aren’t too difficult
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