PSYC 216 Unit 1- Themes & Methods

Ways of Knowing

• logic

• intuition

• authority

• observation

Empirical Evidence

Based on observation/measurements rather than other sources of knowledge

Scientific Method

1. Formulate an idea

2. Formulate predictions

3. Empirically test predictions

4. Interpret predictions based on empirical evidence

5. Revise/accept/reject idea based on empirical evidence

Scientific Approach

• all beliefs/ideas can be wrong

• knowledge is tentative/can change with evidence

• if tested and not supported by evidence, belief should be abandoned/revised

Nature

Our biological endowment/genetic inheritance

Nurture

Our environment(s)

Change

• over developmental time

• over different experiences

  • culture

  • individual lives experiences

  • deprivation

• A result of biological maturation

Discontinuity

Qualitatively distinct periods (stages) of development

Continuity

Quantitative enhancement/maturation

Individual Differences

• factors differ between individuals

• atypical development

• changes/enhancements to individual development

Social Context

• parenting

• peers/friends

• community

• SES

• culture

Passive Development

Recipients of experiences

Active Development

Actively constructing/seeking out development

Multidisciplinary Approach to Development

• culture/groups

• individual behavior

• brain/biological/physiological systems

• genetics/cells

Levels of Analysis

1. Ontogeny

2. Phylogeny

3. Cross-cultural

Ontogeny

Human lifespan

Phylogeny

Evolutionary development of species

Cross-cultural

Study of different groups

Qualitative Research

Document or describe different experiences or perspectives

Quantitative

• Empirical research using statistical, mathematical, or computational techniques

• Correlational or experimental

Correlational

• association between 2 or more variables (attributes)

• Limitation 1: establishing direction of causation

• Limitation 2: real but spurious correlations

• Limitation 3: third/mediating factor in correlations

Experimental

• allows for cause and effect relationships to be inferred

• may be confounding variables

Independent Variable

Manipulate experience received

Dependent Variable

Measure response to experience

Research Designs in Child Psych

• Longitudinal

• Cross-sectional

• Micro-genetic

Longitudinal

Same children tested repeatedly over prolonged period of time

Cross-sectional

• Different children of different ages tested at a single time point

• Single group of children are tested at a single age/time point of interest

Micro-genetic

Same children are tested repeatedly/intensively around a particular developmental point of interest

Self Report (psychological measure)

• simple questions (yes/no)

• forced choice

• unstructured/open ended

• structured interview/games

Behavioral/Choice (psychological measure)

speed/reaction, time/accuracy

Challenges Studying Children

• no language/less developed language

• limited time constraints (less patience and focus)

• less competent at following instructions

• rapid change (need for precise monitering)

• sensitive population

Preferential Looking

Research method to see what individuals can see, recognize, and prefer

Habituation

Repeated presentation of same stimulus until boredom

Dis-habituation

Increase in attention after stimuli change (noticed change)

Biological Measures (in research)

• heart rate

• cortisol

• genetics

• respiration rate

• brain measures