Lecture 4 Flashcards
What is the problem with studying age?
age can’t be randomly assigned. We can’t experimentally manipulate age.
What do we mean by cross sectional designs measures different ages at the same time? Is this a common design in dev psych? What can you not see with cross sectional? What are we looking at?
all measured at the same time point in history. Like this year or something.
these are the most common because they can be fast, easier to conduct, and common.
you can’t see individual trajectories of development with cross sectional. AKA change across time.
we’re only looking at differences between these ages. not indivuals’ development.
what are we most concerned with when doing longitudinal studies?
we are most concerned with selective drop outs. The ideas that ceertain types of participants may be most likely to drop out which then influences our interpretations of our results.
What do we mean by measurement equivalence being a challenge in studying age/development?
lets say im going to measure aggression. For babies and toddlers a good example of aggression is physical aggression. BUT now when you want to see how aggression changes with development, you bring in your teenagers and try to see how often the teenagers are biting others, well that doesn’t work as well because at this age aggression is more likely to be relational. How do I measure this variable in equivalent ways across different ages?
What are the strengths of relying on science as a way of knowing?
Strengths:
- Scientific community comments on, critiques, builds
upon each others’ work - Constantly changing and
updating → ideally improving knowledge - Publicly shared knowledge
What are examples of ways of knowing?
- personal experience
- authority/professional experience
- intuition/common sense
- community
- spritiuality/higher power
- science/research
- nature and land
What is a problem with relying on science as a way of knowing?
Replication:
the process of repeating a study, to
determine which results generalize
across time/situation/contexts
in science it is important for things to replicate. We want to repeat these findings again and again. developmental psychology tends to be particularly vulnerable to a replication crisis.theres a lot of noise in data with kids because they often fuss out etc.
Replication crisis:
in 2010s, researchers began to note
that many Psychology findings
failed to replicate
Developmental psychology appears
to particularly struggle!
LEARN THE GRAPH ON SLIDE 13!!!
