Developemtnal Contexts Methods Experiments Natural experiments Naturalistic observation Longitudinal versus crosssectional versus crosssequential accelerated longitudinal design Cohort effects ID: 535960
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Slide1
Lecture 4: Methods & Developemtnal Contexts
Methods
Experiments
Natural experiments
Naturalistic observation
Longitudinal versus cross-sectional versus cross-sequential (accelerated longitudinal design)
Cohort effects
Attrition
Challenges of doing research with children of different ages
Challenges of doing research with children from different cultures
modelSlide2
Lec. 4 outline continued
Contexts of Development
Marasmus
,
hospitalism
, failure to thrive, institutionalization
Urie
Bronfrenbrenner’s
model
Biological environment
Species wide characteristics
Individual characteristics
Immediate environment
Family, including bidirectional effects
Neighborhood
Peer group
Day care/schooling
Social and economic environment
Economic (including maternal employment)
Nontraditional parenting
Single, Gay/lesbian, foster, divorce
SES and poverty,
homlessness
Cultural environment
Interactions among the levels in
Bronfrenbrenner’s
Slide3
ExperimentsAdvantage – clearly establishes causality
Problem– many of the things we would like to investigate it would be unethical to intentionally do to a child to investigate its effect (e.g., child abuse, starvation)
Natural experiments provide a partial solution to this limitationSlide4
Naturalistic ObservationAdvantage – ecological validity
Disadvantages:
Many uncontrolled variables
Usually not a random sampleSlide5
Design of Developmental StudiesLongitudinal – to understand changes with age follow the same children as they grow older
Crossectional
– study groups of children of different ages and “presume” the differences between the age groups are a consequence of development.
Cross-sequential (accelerated longitudinal) – combines the two designs above. Is particularly good for revealing cohort effects and helps in understanding non-random attrition.Slide6
Challenges of working with different age groupsDoes the task mean the same thing at different ages.
Ceiling and floor effects.Slide7
Challenges of doing research with children from different culturesDoes the task mean the same thing to individuals from different cultures.
Do they respond to research situations similarly.
What norms do you use?Slide8
Contexts of Development
Feral Children (the wild boy of
Aveyron
)
Rene Spits (1945)—orphanages
Romanian orphanages more recently
Concepts
Marasmus,
hospitalism
, failure to thrive, institutionalizationSlide9Slide10
Biological Environment/Individual Child
Species-wide characteristics
Strongest evidence for the importance of heredity
Physical characteristics
Propensity to learn
Propensity to be social and emotional
Individual differences
Traits/temperaments
Interaction between the genetics and environment
canalizationSlide11
Child’s Immediate Environment
Family
Bidirectional effects
Fathers (direct & indirect effects0
Siblings
Day care (no demonstrable negative effect)
Peer group (symmetrical relations)
Neighborhood – collective socialization
School - John Dewy (good or bad)
Slide12
Social and Economic ContextSocial Capital Theory
Maternal employment
Single Parents
Divorce
Non-traditional families
SES – poverty
Homelessness--unemploymentSlide13
Poverty in USGraph in text looks encouraging with rates going down between 1960 and 2000, although uneven for children with an increase between 1970 and 1990.
Unfortunately, poverty rate for children increased between 2000 to 2010 from 16.2% to 22.0%
Cycle of PovertySlide14
Cultures
Cooperation
Education