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Chapter 1: Introduction

Chapter 1: Introduction. Module 1.3: Research Methods. Posing Developmental Questions. What is a theory?. ?. ?. ?. What did you learn about…?. The Scientific Method. Identifying questions of interest Formulating an explanation

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Chapter 1: Introduction

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  1. Chapter 1: Introduction Module 1.3: Research Methods

  2. Posing Developmental Questions • What is a theory? ? ? ?

  3. What did you learn about…?

  4. The Scientific Method • Identifying questions of interest • Formulating an explanation • Carrying out research that either lends support to the explanation or refutes it

  5. Hypothesis • Can you think of a hypothesis related to grades assigned in this class? • How could your hypothesis be tested?

  6. Categories of Research • Correlational research • Experimental research

  7. Correlational Studies

  8. Correlational Studies • Do not prove causality • Do provide important information • Correlation Coefficient

  9. Types of Correlational Studies

  10. Review and Apply REVIEW • Theories are systematically derived explanations of facts or phenomena. Theories suggest hypotheses, which are predictions that can be tested. • Correlational studies examine relationships between factors without demonstrating causality, while experimental research seeks to discover cause-and-effect relationships.

  11. Review and Apply REVIEW • Researchers measure age-related change by longitudinal studies, cross-sectional studies, and sequential studies.

  12. Review and Apply APPLY • Formulate a theory about one aspect of human development and a hypothesis that relates to it.

  13. Determining Cause and Effect • Experiment • Groups • Treatment/experimental • Control • Variables • Independent • Dependent • Random subject selection and assignment

  14. So…true or false? • A hypothesis predicts how dependent variables depends on the manipulation of the independent variable.

  15. Why aren’t experiments always used?

  16. Choosing Research Settings • Field study • Capture behavior in real-life settings • Participants may behave more naturally • May be used in correlational studies and experiments • Often difficult to exert control over situation and environment • Laboratory study • Hold events constant • Enables researchers to learn more clearly how treatment affect participants

  17. Complementary Approaches

  18. From Research to Practice Using Developmental Research to Improve Public Policy • Research findings can provide policymakers a means of determining what questions to ask in the first place. • Research findings and the testimony of researchers are often part of the process by which laws are drafted. • Policymakers and other professionals use research findings to determine how best to implement programs. • Research techniques are used to evaluate the effectiveness of existing programs and policies.

  19. Consider this… • What are some policy issues affecting children and adolescents that are currently being debated nationally? • Despite the existence of research data that might inform policy about development, politicians rarely discuss such data in their speeches. Why do you think that is the case?

  20. Measuring Developmental Change • Longitudinal Studies • Measuring individual change • Cross-Sectional Studies • Measuring people of different ages at same point in time • Sequential Studies

  21. A Quick Review

  22. Ethics and Research • Ethical Guidelines for Researchers (SRCD) • Researchers must protect participants from physical and psychological harm. • Researchers must obtain informed consent from participants before their involvement in a study. • The use of deception in research must be justified and cause no harm. • Participants’ privacy must be maintained.

  23. Becoming an Informed Consumer of Development Thinking critically about “expert” advice • Who are the “experts” in your life? • What expert advice have you received about going to college? • Why (or why not) did you value or use this advice?

  24. Becoming an expert about experts!

  25. Review and Apply REVIEW • Experimental research seeks to discover cause-and-effect relationships • Experiments typically create two different conditions and use an experimental group and a control group • Researchers measure age-related change by longitudinal studies, cross-sectional studies, and sequential studies

  26. Review and Apply REVIEW • Scientific evaluation has shown that some practices supposedly based on developmental research are at best dubious and at worst invalid • The key to evaluating information relating to human development is to maintain a healthy dose of skepticism

  27. Review and Apply APPLY • High school students who routinely do their homework while writing text messages to their friends, watching a program on television, and playing an electronic game in a window of their computer often claim that they are “multitasking” and are able to study more quickly and effectively this way. How might you design a basic experiment to test this claim?

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