Showing posts with label research methods. Show all posts
Showing posts with label research methods. Show all posts

Tuesday, April 11, 2023

Research Methods in Developmental Psychology

 

Research Methods in Developmental Psychology 

A. Cross-sectional research

B. Longitudinal research

C. Sequential research

D. Other Methods - Neuroimaging Techniques, Experimental and Observational Studies, Qualitative Research, Mixed Methods

E. Ethical considerations in developmental research

 

Developmental psychology is a field of study that seeks to understand human development throughout the lifespan. The study examines how people develop and change from infancy to old age. Several research methods are used to understand human development's complexities.

 

The cross-sectional design is a popular research method in developmental psychology. Researchers use this approach to collect data from participants of various ages at a single point in time. Developmental trends and changes across the lifespan can be inferred by comparing the performance or characteristics of these different age groups (Baltes, Reese, & Nesselroade, 1977).


 

An example of cross-sectional study; could look at the memory abilities of 20-year-olds, 40-year-olds, and 60-year-olds to determine how memory changes with age. This research method is considered useful and efficient. Still, it has limitations like the failure to determine causal relationships and the potential influence of cohort effects (i.e., differences due to generational, social, economic, cultural, and historical factors, among others).

 

In the longitudinal study, researchers follow the same group of people for an extended period, collecting data at multiple points (Schaie, 1965). The study shows how individuals change over time. An example would be investigating a group of children from preschool to adolescence, assessing their language abilities at various points along the way to track their development. This research can be time-consuming, costly, and prone to participant attrition or loss of participants over time.

 

Another example of longitudinal study is the Harvard Study of Adult Development considered one of the world's longest studies of adult life that have followed hundreds of men's lives for nearly 80 years (Mineo, 2017). The study examined various factors that contribute to healthy aging and happiness. According to the study, good relationships, healthy habits such as not smoking or drinking excessively, and strong social support are important factors for healthy aging.

 

Image source - https://www.questionpro.com/blog/cross-sectional-study-vs-longitudinal-study/

 

By following multiple cohorts of participants over time, sequential research combines the strengths of cross-sectional and longitudinal designs (Baltes, Reese, & Nesselroade, 1977). Sequential methods can help inform age-related changes from cohort effects and improve understanding of developmental processes by comparing the developmental trajectories of different age groups.

 

A sequential study, for example, may follow three groups of children (aged 5, 7, and 9) for five years, assessing their reading skills at various points. This design enables researchers to investigate age-related changes in reading skills while considering potential cohort effects. Sequential research can be complex and resource-intensive, limiting its feasibility.

                                                                                Image source - http://bit.ly/3ZVFpyH

 The use of neuroimaging techniques such as functional magnetic resonance imaging (fMRI) and electroencephalography (EEG) allows researchers to investigate the neural basis of developmental processes (Casey et al., 2019). Developmental psychologists can investigate how cognitive, social, and emotional functions are represented in the brain and how they change over time by noninvasively measuring brain activity.An fMRI study, for example, could look into how the brain's reward system develops during adolescence, providing insights into risk-taking behaviors and decision-making processes (Casey et al., 2019. These neuroimaging techniques have provided new insights into the complex relationship between brain development and behavior.

Developmental psychologists investigate various aspects of human development using a combination of experimental and observational studies. Observational studies involve observing and recording behaviors or characteristics without intervention. In contrast, experimental studies involve manipulating variables to determine their effects on participants (Shaffer & Kipp, 2013).

 A developmental psychologist, for example, investigates the effects of various teaching strategies on children's learning outcomes. On the other hand, an observational study might look at how children's play behaviors change as they interact with their peers in a natural setting.

 While quantitative research methods are frequently used in developmental psychology, qualitative methods are becoming more popular and utilized greatly in expanding our understanding of human development. For example, interviews, focus groups, and ethnography provide rich, detailed insights into people's experiences, perceptions, and cultural contexts (Denzin & Lincoln, 2000). For example, the study might involve interviewing parents about their experiences raising children on the autism spectrum or conducting an ethnographic study of a community to learn about the "coming of age" cultural factors and traditions on adolescent development.

 Mixed-methods research combines quantitative and qualitative data to provide a more comprehensive understanding of human development. Researchers can better understand the complex processes and mechanisms that underpin human growth and change by combining the strengths of both approaches.


Ethics

 Being vigilant regarding ethical considerations when conducting developmental psychology research is important. Researchers must ensure their studies are designed to minimize risks and protect participants' well-being, especially when working with vulnerable populations such as children or older people (Sieber, 1992). Obtaining informed consent, maintaining confidentiality, and using age-appropriate procedures and assessments are all examples of what this entails.

 The Psychological Association of the Philippines Committee on Ethics and Professional Standards (2022) issued the "CODE OF ETHICS FOR PHILIPPINE PSYCHOLOGISTS AND PSYCHOMETRICIANS." The code of ethics establishes the ethical principles and standards that Filipino psychologists and psychometricians must adhere to in their professional practice. Confidentiality, informed consent, competence, and professional conduct are all covered in the code. It also includes guidelines for research and evaluation practices. The code emphasizes the importance of upholding ethical standards to protect clients' and the public's welfare.

 

References

Baltes, P. B., Reese, H. W., & Nesselroade, J. R. (1977). Life-span developmental psychology: Introduction to research methods. Monterey, CA: Brooks/Cole.

Casey, B. J., Galván, A., & Somerville, L. H. (2019). Beyond simple models of adolescence to an integrated circuit-based account: A commentary. Developmental Cognitive Neuroscience, 39, 100681.

Denzin, N. K., & Lincoln, Y. S. (Eds.). (2000). Handbook of qualitative research. Thousand Oaks, CA: Sage Publications.

Mineo, L. (2017, April 11). Harvard study, almost 80 years old, has proved that embracing community helps us live longer, and be happier. Harvard Gazette. https://news.harvard.edu/gazette/story/2017/04/over-nearly-80-years-harvard-study-has-been-showing-how-to-live-a-healthy-and-happy-life/

Psychological Association of the Philippines Committee on Ethics and Professional Standards. (2022). Code of ethics for Philippine psychologists and psychometricians. Retrieved from https://www.pap.org.ph/code-of-ethics-for-philippine-psychologists-and-psychometricians/

Schaie, K W. (1965). A general model for the study of developmental problems. Psychological Bulletin, 64(2), 92-107.

Shaffer, D. R., & Kipp, K. (2013). Developmental psychology: Childhood and adolescence. Belmont, CA: Wadsworth Cengage Learning.

Sieber, J. E. (1992). Planning ethically responsible research: A guide for students and internal review boards. Newbury Park, CA: Sage Publications.

 

Image source

https://www.questionpro.com/blog/cross-sectional-study-vs-longitudinal-study/

https://courses.lumenlearning.com/wm-lifespandevelopment/chapter/developmental-research-designs/







Sunday, October 12, 2014

Links to AP Psychology Quizzes


(Note this exam is for US high school graduates, once they passed  the exam, 
they will not take Psychology 101 in college anymore.)


The Advanced Placement Psychology (AP Psychology, or AP Psych) course and corresponding exam are part of College Board's Advanced Placement Program. This rigorous course is tailored for students interested in the field of psychology and as an opportunity to earn Advanced Placement credit or exemption from a college-level psychology course.

The exam includes two sections: a 70 minute multiple choice section (100 questions) and a 50 minute free response section (2 prompts). The multiple choice provides two-thirds of the grade and the free-response provides the remaining third.

Beginning with the May 2011 AP Exam administration, total scores on the multiple-choice section are based only on the number of questions answered correctly. Points are no longer deducted for incorrect answers. Grading (the number of points needed to get a certain score) is slightly more strict as a result.

Source:  https://en.wikipedia.org/wiki/AP_Psychology


Links of  Quizzes


Psychological Disorders
http://appsychology.com/HowPass/MC%20quizes/Psychological%20Disorders/psychological_disorders.htm


Research Methods
http://appsychology.com/HowPass/MC%20quizes/Research%20Methods/research_methods.htm


Intelligence
http://appsychology.com/HowPass/MC%20quizes/Intelligence/intelligence.htm


Personality
http://appsychology.com/HowPass/MC%20quizes/Personality/personality.htm


Brain
http://appsychology.com/HowPass/MC%20quizes/The%20Brain/the_brain.htm





(10-12-14=678h)

Monday, September 30, 2013

Sikolohiyang Pilipino - Metodo ng pananaliksik


Sp197 report from Karla Cristobal


  • 3. WESTERN PSYCHOLOGY HAS ITS LIMITATIONS!not always applicable/appropriate different processes & connections possibly artificial & distant
  • 4. APPROACH research guide or outline to carry out METHOD different ways of gathering data
  • 5. GUIDINGPRINCIPLES FOR INDIGENOUS METHODS
  • 6. 1 The quality of data depends on thedegree of the interaction betweenresearcher and respondent. 2 The relationship between researcher and respondent should be seen as equal.
  • 7. 3 The respondent comes first before the data does.4 Methods to be chosen depend on how appropriate it is to the situation.5 Use the respondent’s language.
  • 8. pakapa-kapa
  • 9. ANO BA ‘TO?- also means groping (field method) -searching, probing into an unsystematized mass of social and cultural data to be able to obtain order, meaning, and directions for research
  • 10. METODOexploration into cultural, social or psychologicaldata without the chains of overriding theoreticalframework borrowed from observations outsidethe focus of investigationcan be related to unobtrusive techniquesbecause the actual procedures for collectinginformation may range from observation,documentation, intervention, participation
  • 11. pakikipag-kuwentuhan
  • 12. ANO BA ‘TO? is an occasion for exchange of information, ideas, insights, and opinions also it is asharing of beliefs, thoughts, and experiences.an informal, free, as well as a social process of exchanging information, thoughts, and knowledge that is part of human daily activities.
  • 13. Oral (pasalita) Written (pasulat) Transmitted (pasalin-salin)metodo through time Request (paki – paghingi ng pahintulot)
  • 14. PROCEDURES-initially make visits (padalaw-dalaw)before living-in the community(panunuluyan)-introduce yourself to the community-invite yourself to community gatherings-initiate a conversation when in a naturalcluster-invest time in story sharing sessions
  • 15. PRINCIPLES-may pakikipagkapwa sa kwentuhan-may ‘paki’ ang kalahok sa kwento-may pakinabang sa kwentuhan--libangan--linangan ng kaalaman--lunas sa karamdaman
  • 16. PRINCIPLES-collective orientation(pananaliksik na sama-sama)-contains the process of validation(pagpapatotoo)-construction of social reality (pagbubuo)-cluster as unit of analysis(pagsali sa likas na umpukan)-with a topic to talk about but without a theme-worth or value of story produced from the kwentuhansession
  • 17. PRINCIPLES VALIDITY trustworthiness not truth(mapagkakatiwalaan kaysa makatotohanan)RELIABILITYcertification not consistency(process of pakikipagkwentuhan-indicator)(pagpapatotoo, pagpapatibay)
  • 18. PAGPAPALAYANG LOOB ATPAGDADALAW
  • 19. ANO BA ‘TO?uri ng relasyon ng mananaliksik sa respondente
  • 20. PAGPAPALAYANG-LOOB• Nagpapahiwatig na ang isang taoay panatag sa kalooban ng kanyangkapwa•Wala ng pagkahiya•Buo na ang pagtitiwala sa isa’t isa
  • 21. PAGDADALAW• Pagpunta at pakikipag-usap ng isang tao sa kanyang kapwa• Hindi lahat nasasabi sa isang pag- uusap
  • 22. PAKIKISAMA
  • 23. Ibang Tao Category (Outsider) -V. Enriquez’ scale of relationship1. Pakikitungo -civility with2. Pakikisalamuha -interaction with3. Pakikilahok -participation with4. Pakikibagay -in accord with/level of conforming5. Pakikisama - being along with/level of adjusting
  • 24. PAKIKISAMA?•originated as a Filipino value•being united with the group
  • 25. -frequenting the participant-inviting them outside the bar/residence CALL -better than BOYS participant Nery, 1979 observation technique
  • 26. PAKIKIPANULAYAN
  • 27. PAKIKIPANULAYAN Nicdao-Henson, 1982• residing in the research setting• researcher lives, sleeps and eats with the host• a form of pagdalaw-dalaw
  • 28. PAMAMARAAN NG PANANALIKSIK 
  • 1 PAKIKISALAMUHA & PAKIKISANGKOT 
  • 2 PAGMAMASID 
  • 3 PAGTATANUNG-TANONG 
  • 4 PAKIKIPANAYAM SA MGA PILING TAGABATID
  • 29. OUR REFERENCES
  • Amaryllis T. Torres in Sikolohiyang Pilipino: Teorya, metodo, at gamit. 
  • Rogelia R. Pe-Pua (Ed.) (1989) UP Press.Carmen E. Santiago (1975) in Sikolohiyang Pilipino: Teorya, metodo, at gamit. 
  • Rogelia R. Pe-Pua (Ed.) (1989) UP Press.Grace O. Oteza (1997). Pakikipagkwentuhan: Isang pamamaraan ng sama-samang pananaliksik, pagpapatotoo, at pagtulong sa Sikolohiyang Pilipino. PPRTH Occasional Papers Series 1997, No. 1.