week 6

Question 1

ways of studying child development

Answer 1

cross-sectional
Longitudinal
Micro genetic
observational
correlational
experimental

Question 2

Child vs Adult research

Answer 2

Differences in: communication, cognition, relationship with researcher
So, we have tom think carefully about: method and ethics

Question 3

Communication

Answer 3

While adults can tells us what they are thinking and feeling might struggle. very young children have no language

Effects the methods we use

Question 4

Cognition

Answer 4

Children cognitive levels is not the same as adults
Attention span, Executive functioning, language, working memory
Importance of age-appropriate measures

Question 5

Unequal relationships

Answer 5

In research with adults there is not usually unequal power
This can affect: child response and ethics

Question 6

Child responses

Answer 6

Some of these issues arise in adult research but the power imbalance amplifies these issues
Also response biases

Question 7

Age-appropriate methods

Answer 7

Research design and execution will be different for adults and children
measures
piloting task
making testing fun
testing session considerations

Question 8

Age-appropriate measures 1-5

Answer 8

Doing research with toddlers and pre-schoolers is hard
Do they understand your words, task
Can they produce the response you want
Action measures

Question 9

Age-appropriate measures 0-12 months

Answer 9

What do infants do
suck
move head and look at stuff

Question 10

Making testing fun

Answer 10

so you don’t have to finish sessions so quickly and can maximise data collected

Question 10

Habituation paradigm

Answer 10

Infants get bored looking at same thing over and over again (habituation)
If they perceive a difference between the old object and new object they will be interested again(dishabituation)

Question 11

Importance of piloting

Answer 11

Piloting a study
Wanted to develop a measure of how much people know. Tried out different possible measures with a few children

Child dropped marbles in tubes to show how much someone knew= too salient
Child pushed markers across to show how much someone knew = too confusing
Children placed card with persons name in boxes based on how much they knew (bigger box= more knowledge)

Question 12

Flanker task for kids

Answer 12

Test of response inhibition press key to indicate which way the central arrow is pointing
Central arrow is flanked by either congruent or incongruent flanking arrows

Question 13

Testing session considerations

Answer 13

Warm up activities
short attention span so testing sessions
Choose only necessary measures
reduce number of trials
breaks

Question 14

Vulnerable groups

Answer 14

children are considered a vulnerable group

Question 15

Minimising harm

Answer 15

Types of harm: physical and psychological
minimal risk of harm
does the procedure have potential to cause harm

Question 16

Ethics in child research informed

Answer 16

Children cannot give true informed consent so parents ore legal guardians must provide this still should be sought from the child too

Question 17

Right to withdraw

Answer 17

Must be facilitated at all stages of research
Child’s wish to not participate participating trumps parent’s written consent
monitor continuing assent throughout session; look for non-verbal signs that child may not wish to continue