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Developmental Psychology Reviewer 4 PDF Free
Developmental Psychology Reviewer 4 PDF Free
Developmental Psychology Reviewer 4 PDF Free
Development – refers to the systematic continuities and changes in the individual that occur between
conception and death.
Continuities – ways in which we remain stable (permanent) over time or continue to reflect our past.
Changes – ways that make us different; processes that caused our modifications (adjustment,
improvement, refinement).
2 Kinds of Development:
1. Normative Development
- Typical patterns of changes and continuities.
2. Ideographic Development
- Individual variation in patterns of continuities and changes.
Aspects/Area of Development:
Lifespan Development– field of study that examines patterns of growth, change, and stability in
behavior that occur throughout the life span.
Human Development – multidisciplinary study of how people change and how they remain the same
over time.
Goals:
1. Describe. Behaviors of people of different ages are observed so as to specify how they change
over time.
2. Explain. After providing facts, the developmentalists then explain the changes they have
observed and essentially determine why they behave the way they do.
3. Optimize Development. Applying what they have learned in attempts to help people develop in
positive directions.
Causes of Development:
Modern Developmental Psychology - is labelled as a scientific enterprise because those who study
development applies the scientific method.
Scientific Method – objective and replicable. Used to draw conclusions about development by making
research observations. Comprised of the following steps:
Validity – extent to which a measure actually assess what researchers think it does
Objective – everyone who examines the data will come to the same conclusions.
Replicable – every time the method is used, it results in the same data and conclusion.
1. Systematic Observation – involves watching people and recording what they do or say. It has
two forms:
a. Naturalistic observation – technique in which people are observed as they behave
spontaneously in some real-life situation.
b. Structured observation – researcher creates a setting that is likely to bring out/elicit
behavior of interest
2. Self-Reports – people’s answers to questions about the topic of interest.
a. Questionnaire – when questions are posed in written form
b. Interview – when questions are posed orally
3. Sampling Behavior with Tasks
Popular alternative if the researcher cannot directly observe the behavior.
Creates task that are thought to sample behavior of interest.
Popular and convenient but may not provide a realistic sample of behavior of interest.
4. Physiological Measures
Provides a more direct measure of underlying behavior.
Highly specialized as this focuses on particular aspect of a person’s behavior.
1. Correlational Studies
Type of investigation that looks at the relations between variables as they exist naturally
in the world.
It seeks to understand the relation between two variables.
The results of a correlational study are measured by calculating a correlation coefficient.
Correlation coefficient – expresses the strength and direction of a relation between two
variables. It reflects one of three possible relationships: positive correlation, negative
correlation, and no correlation.
Correlations can range from -1.0 to 1.0.
Sign – indicates the direction of the relation between variables. Below are the different
signs:
a. Positive sign– variables are directly proportional/positive; correlation is between 0
and 1. Larger values of one variable are associated with larger values of the second
variable.
b. Negative sign – variables are inversely proportional/negative; correlation is
between -1 and 0. Larger values of one variable are associated with smaller values
of the second variable.
c. No correlation – correlation is 0. Variables are not associated with each other.
Size/Strength of a Relation – measured by how much the correlation differs from 0,
either positively or negatively.
Interpretation of correlational studies considers the sign and size of the correlation.
Does not address the cause and effect between variables.
2. Experimental Studies
Experiment – systematic way of manipulating the key factor or factors that the
investigator thinks causes a particular behavior.
Independent Variable – factor manipulated.
Dependent Variable – behavior observed.
Requires the investigator to begin with one or more independent variables that are
thought to affect the behavior of interest.
People are then assigned randomly to different amounts of the independent variable
they are given.
An appropriate measure is taken of all participants to see whether or not the
treatment/s had the expected effects.
3. Qualitative Studies
Involves gaining in-depth understanding of human behavior and what governs it.
Typically involves intensive observation of behavior over extended periods of time.
Small focused samples rather than large random ones.
1. Longitudinal Studies
The same individuals are observed or tested repeatedly at different points in their lives.
Most direct way to identify change and is the only way to answer questions about
stability or instability of behavior.
Disadvantages: costly; needs to keep the sample together throughout the research;
participants become “test wise” as they take the same tests multiple times.
2. Cross-Sectional Studies
Developmental differences are identified by testing people of different ages.
Avoids the problems of repeated setting and the costs of tracking a sample over time.
Continuity of development is not learned as the subjects are only tested once.
These are affected by Cohort effects—meaning the differences between age groups
(cohorts) may reflect environmental event rather than developmental processes.
Cross-sectional studies assume that when older people were younger, they resemble
the people in the younger age group. However, this is not always the case.
3. Sequential Studies
Based on both cross-sectional and longitudinal studies.
Begins with one or the other and at some regular interval, the researcher adds more
cross-sectional studies or longitudinal studies resulting in a sequence of the studies.
Provides useful evidence about continuity of development without being as time
consuming as a longitudinal study.