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1SITINOR/FEM3101/FEBRUARI 2013/PJJ
Tel.: 603-89467088/ 03-89467093/012-2841844
e-mail: [email protected]/[email protected]
m
Tel.: 603-89467088/ 03-89467093/012-2841844
e-mail: [email protected]/[email protected]
m
2
INSTRUCTOR:INSTRUCTOR:
DR. SITI NOR BINTI YAACOBDEPT. OF HUMAN DEVELOPMENT & FAMILY STUDIES
FACULTY OF HUMAN ECOLOGY
INSTRUCTOR:INSTRUCTOR:
DR. SITI NOR BINTI YAACOBDEPT. OF HUMAN DEVELOPMENT & FAMILY STUDIES
FACULTY OF HUMAN ECOLOGY
SITINOR/FEM3101/FEBRUARI 2013/PJJ
COURSE SYNOPSIS COURSE SYNOPSIS
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Processes of physical, cognitive, social and emotional growth and development from conception through adolescence. Emphasis on the major aspects at each stage of development. Processes and outcomes of interaction between the child-adolescent and the environment.
SITINOR/FEM3101/FEBRUARI 2013/PJJ
COURSE OBJECTIVES COURSE OBJECTIVES
By the end of the course students will be able to: • Identify ecological processes of physical, socio-
emotional and cognitive development of children and adolescents.(C2)
• Explain the effects of genetic, environment, and genetic-environment interactions influences on children-adolescent development. (C4, A3, CS)
• Explain the effects of children-adolescent interactions with the environment on children-adolescent growth and development. (P3, CTPS, TS)
By the end of the course students will be able to: • Identify ecological processes of physical, socio-
emotional and cognitive development of children and adolescents.(C2)
• Explain the effects of genetic, environment, and genetic-environment interactions influences on children-adolescent development. (C4, A3, CS)
• Explain the effects of children-adolescent interactions with the environment on children-adolescent growth and development. (P3, CTPS, TS)
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About the course
Part One: Introduction - Concepts, Theories & Research
Part Two: Child PsychologyPart Three: Adolescent
psychology
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SITINOR/FEM3101/FEBRUARI 2013/PJJ
COURSE CONTENT – 5 UNITSCOURSE CONTENT – 5 UNITS
Unit 1: Introduces major concepts, principles and
theories of child and adolescent development. Unit 1 also covers various alternative methods researchers use to
explore questions or obtain information on child and adolescent development.
Unit 2: Highlights the prenatal development of the
unborn child.
Unit 1: Introduces major concepts, principles and
theories of child and adolescent development. Unit 1 also covers various alternative methods researchers use to
explore questions or obtain information on child and adolescent development.
Unit 2: Highlights the prenatal development of the
unborn child.
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SITINOR/FEM3101/FEBRUARI 2013/PJJ
COURSE CONTENT – 5 UNITSCOURSE CONTENT – 5 UNITS
Unit 3: Postnatal Development – Birth & Infancy
Unit 4: Covers physical, intellectual, language and socio-
emotional development of children (early – late childhood).
Unit 3: Postnatal Development – Birth & Infancy
Unit 4: Covers physical, intellectual, language and socio-
emotional development of children (early – late childhood).
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SITINOR/FEM3101/FEBRUARI 2013/PJJ
COURSE CONTENT – 5 UNITSCOURSE CONTENT – 5 UNITS
Unit 5: Covers significant aspects of adolescent development
such as physical, cognitive, personality, moral and vocational planning. Specific developmental problems during adolescence are highlighted.
Unit 5: Covers significant aspects of adolescent development
such as physical, cognitive, personality, moral and vocational planning. Specific developmental problems during adolescence are highlighted.
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LECTURE TOPICSLECTURE TOPICS
1. Introduction
2. Prenatal development
3. Postnatal development
4. Physical development in children
5. Cognitive development in children
6. Language development in children
7. Socio-emotion and values development in children
1. Introduction
2. Prenatal development
3. Postnatal development
4. Physical development in children
5. Cognitive development in children
6. Language development in children
7. Socio-emotion and values development in children
8. Adolescents’ physical development
9. Adolescents’ cognitive development
10. Adolescents’ socio-emotional development
11. Adolescents’ vocational and career development
8. Adolescents’ physical development
9. Adolescents’ cognitive development
10. Adolescents’ socio-emotional development
11. Adolescents’ vocational and career development
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AssessmentsAssessment %
Assignment 1 (Week 1 – 7) 10
Mid semester test 20
Assignment 2 (Lab)
1. Prenatal development report
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2. Lab project for children 20
3. Lab project for adolescent 15
Final exam 30
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SITINOR/FEM3101/FEBRUARI 2013/PJJ
Derived from Latin words: psyche & logos Psyche = soul/emotions (feelings)
Logos = knowledge/field of studies Broad definition:
Psychology is the scientific study of behavior and cognitive processes. It describes thinking and behavior and looks at the relationships between them (“the what”) and tries to explain the causes for them (“the why”)
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DEFINITION OF CONCEPT
What is Growth (Pertumbuhan)?What is Development
(Perkembangan)?
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GROWTH
Growth is a quantitative process of change ex. change in weight/height – i.e. changes in size and structure, physical and mental aspects.
Changes can be measured & assess - from one stage to the other.
Growth will reach its peak once a person mature.
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DEFINITION“ Growth is an individual
development in body size, for example changes in muscles, bones, hair, skin & glands. [Karl E. Garrison]
“Growth is a change that can be measured from one stage to the other, and from time to time” [Atan Long]
“Growth as an increment in a person external attributes. For examples in terms of size, height and body weight” [D.S Wright & Ann Taylor] 14SITINOR/FEM3101/FEBRUARI 2013/PJJ
SITINOR/FEM3101/FEBRUARI 2013/PJJ
WHAT IS DEVELOPMENT? WHAT IS DEVELOPMENT?
Development is change. Child development is a scientific study of processes
of change and stability from conception through adolescence.
It involves changes in physical, social, emotional and intellectual functioning over time.
Changes include alterations in size, shape and function. It can be either progressive or regressive.
Development occurs in the context of the significant social environment of life process (family, school, peer group, community).
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The study of children is concerned with two primary types of change over time: Quantitative change: refers to the easily
measurable and sometimes obvious aspects of development (including physical growth – height & weight, vocabulary, frequency of communication & years of education)
Qualitative change: refers to variations and modifications in functioning. It is a change in kind, structure or organization.
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Behavioral change as a developmental changeThree general condition/criteria
The change is orderly or sequential.The change results in a permanent alteration of behavior.
The change results in a new behavior or mode of functioning that is more advanced, adaptive or useful than prior behaviors.
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Thus….Child Development is….A scientific study of understanding all aspects of human constancy and change from conception through adolescence
A part of a larger discipline known as developmental psychology or human development, which includes all changes experienced throughout the lifespan
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Developmental stagesPrenatal Infancy (0-2 years) & Toddlerhood (2-3
years)Early childhood(3-6 years) Middle childhood (6-10 years)Adolescence (11-19 years)
Early (11-14 years)Middle (15-17 years)Late (18-19 years)
Adulthood(≥ 20 years)Early (20-30 years)Middle (40-50 years)Late (60 years and above) 19SITINOR/FEM3101/FEBRUARI 2013/PJJ
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DOMAINS OF DEVELOPMENTDOMAINS OF DEVELOPMENT
Change & stability occur in various domains of the self. These domains are intertwined – each affects the others. 3 main domains:
Physical – growth of the body & brain, sensory capacities, motor skills & health.
Cognitive – change & stability in mental abilities (learning, memory, language, thinking, moral reasoning & creativity).
Psychosocial - change & stability in personality, emotional life & social relationships.
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Influences on Development: Factors that can influence
development are:-Nature (sejadi)
Genetic (Warisan/baka/genetik)Nurture (Asuhan)
Environment (Persekitaran)Food intake (Pemakanan)Health (Kesihatan)
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Major Contextual InfluencesNormative Influences
Normative age-graded influences/event, i..e. biological or socialExample = puberty or entry into formal
schoolingNormative history-graded event, i.e. cohort (a
group of people who share a similar experience)Example = living during the Great
Depression/Tsunamii.e. Atypical events, e.g. having a birth defect
Non-normative InfluencesIndividual events that impact the person Events can be traumatic or happy 23SITINOR/FEM3101/FEBRUARI 2013/PJJ
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HISTORICAL FOUNDATIONS OF CHILD PYCHOLOGY?
Children of antiquity Medieval times (6th – 15th centuries) The Reformation (16th centuries) Philosophies of the Enlightenment (17th
centuries) Evolution (Darwinism) & Child Development Birth of Scientific Methodology Mental Testing Movement
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HISTORICAL FOUNDATIONS OF CHILD PYCHOLOGY?
Medieval times (6th – 15th centuries) Infants/newborn are regarded as miniature, already
formed adult Age was unimportant in medieval custom No concrete theories on children’s uniqueness or
separate developmental periods There exist some awareness of the vulnerability of
children (child protection laws & special clinical care)
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SITINOR/FEM3101/FEBRUARI 2013/PJJ
HISTORICAL FOUNDATIONS OF CHILD PYCHOLOGY?
The Reformation (16th centuries) Belief on original sin Children were born evil and stubborn and
had to be civilized toward a destiny of virtue and salvation
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HISTORICAL FOUNDATIONS OF CHILD PYCHOLOGY?
Philosophies of the Enlightenment (17th centuries) John Locke (1632-1704)
British philosopher who introduced “tabula rasa” Children begin with “nothing at all” Environments shape them Children are viewed in “passive”, “mechanistic”
term Ideas on “nurture” (parents as rational tutors)
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HISTORICAL FOUNDATIONS OF CHILD PYCHOLOGY?
Philosophies of the Enlightenment (17th centuries) Jean Jacques Rousseau (1712-1778)
Children as “organism” - active shapers of their own destiny
Ideas on “nature” – development determined by their own innate nature
Innate-goodness view
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SITINOR/FEM3101/FEBRUARI 2013/PJJ
HISTORICAL FOUNDATIONS OF CHILD PYCHOLOGY?
Evolution (Darwinism) & Child Development
Charles Darwin (1809 – 1882) Theory of Evolution 2 important & related concepts: natural selection &
survival of the fittest Emphasizes the adaptive value of physical
characteristics/surroundings/ environment and behavior Researchers were prompted to study all aspects of
children’s behavior The birth of “the science of child psychology” or child
study
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SITINOR/FEM3101/FEBRUARI 2013/PJJ
HISTORICAL FOUNDATIONS OF CHILD PYCHOLOGY?
Birth of Scientific Methodology Baby Biographies
Charles Darwin (1877) Emphasizes observations on own children
and relatives From rudimentary observations to
improved methods
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SITINOR/FEM3101/FEBRUARI 2013/PJJ
HISTORICAL FOUNDATIONS OF CHILD PYCHOLOGY?
Beginning of 20th century G. Stanley Hall pioneered the study of child
development Use questionnaire to study children Use scientific method Focus on adolescent development
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HISTORICAL FOUNDATIONS OF CHILD PYCHOLOGY?
Mental Testing Movement Alfred Binet (1857-1911) Binet & Theodore Simon took a normative
approach, to find a way to identify children with learning problems who needed to be placed in special classes
Stanford-Binet Intelligence Test - 1916
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An emerging consensusAll domains are interrelated.Normal development includes a wide range of
individual differences.Children help to shape their own development
and influence others’ responses to them.Historical and cultural contexts strongly
influence development.Early experience is important, but children
can be remarkably resilient.Development in childhood is connected to
development throughout the rest of the lifespan.
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Theories inDevelopmental Psychology
What is a theory?
A theory is a set of logically related concepts or statements, which seeks to describe and explain development and predict what kinds of behavior may occur under certain conditions.
Hypotheses are tentative explanations or predictions that can be tested by research.
An orderly, integrated set of statements that:
DescribesExplains
behaviorPredicts
Benefits: Explain the meaning of
an event/facts Able to relate these
facts
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TheoriesPsychoanalytic
Psychosexual (S. Freud)Psychosocial (E. Erickson)
LearningBehavioral Learning
Classical Conditioning (Pavlov) Operant Conditioning (Skinner)
Social Learning (A. Bandura)Cognitive
Cognitive Developmental Theory (J. Piaget)Socio-cultural (L. Vygotsky)Moral Development (Reasoning) (Kohlberg)
Human Ecology System (U. Bronfenbrenner)
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Freud’s Three Parts of the Personality
Id•Largest portion of the mind•Unconscious, present at birth•Source of biological needs & desires
Ego•Conscious, rational part of mind•Emerges in early infancy•Redirects id impulses acceptably
Superego•The conscience•Develops from ages 3 to 6, from interactions with caregivers
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PsychoanalyticPsychosexual (S.
Freud)*Psychosexual stages
Psychosocial (E. Erickson)* 8 stages of development
•Oral stageOral stage•Anal stageAnal stage•PhallicPhallic•LatencyLatency•GenitalGenital
• Trust versus mistrust • Autonomy vs shame• Initiative vs guilt • Industry vs Inferiority• Identity vs Identity Confusion • Intimacy versus isolation • Generativity vs stagnation • Integrity vs despair
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PsychoanalyticPsychoanalytic theory proposes that morality
develops through humans' conflict between their instinctual drives and the demands of society.
Freud identified three parts of the personality that become integrated during five stages of development
IdEgoSuperego
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Personality Structure
superego
ego
ID
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Personality Structures
ID (unconscious element)the largest portion is the source of basic
biological needs and desires.EGO (semi-conscious element)
the conscious rational part of the personality, emerges in early infancy to redirect the id’s impulses so they are discharged in acceptable ways
SUPEREGO (The conscious element that function on the basis of morality). the conscience that develops between ages 3
and 6 through interactions with parents, who insist that the child conform to the values of society.
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Freud Psychosexual stages:Oral stage [0- 1 year] –
Mouth is the focus of stimulation & interaction. Feeding & weaning are central
Anal stage [1-3 year] –Anus as the focus of stimulation &
interaction. Elimination & toilet training is central
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Freud Psychosexual stages:Phallic [3-6year]
The genital is the focus of stimulation. Gender role & moral development are central.
Conflict between id & superegoChildren interested to know more different
sexes, babies etc.2 main conflict:
Oedipus Conflict son attracted to motherElectra Conflict daughter attracted to
fatherPenis envy
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Freud Psychosexual stages:
Latency [6-12 year]A period of suspended sexual
activities; Energy shift to physical and intellectual activities. Focus on achievement
Genital [Adolescent – adulthood (12 & above)]Genital are the focus of stimulation
with the onset of pubertyMature sexual relationship develop
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Erikson’s Psychosocial stagesLate Adulthood (60 above) Integrity vs Despair
Middle Adulthood (40’s-50’s) Generativity vs Stagnation
Young Adulthood (20 -30’s) Intimacy vs Isolation
Adolescent (12-19) Identity vs Role Confusion
Middle childhood (6-11) Industry vs Inferiority
Early Childhood (3-5) Initiative vs Guilt
Toddler (1-2) Autonomy vs Shame/doubt
Infancy (0-1) Trust vs Distrust
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Behaviorism & Social Learning
Classical Conditioning
(Pavlov)
Stimulus – Response
Operant Conditioning
(Skinner)
Reinforcers (Reward) and Punishments
Social Learning (Bandura)
Modeling
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Behavioral TheoryClassical
ConditioningIvan Pavlov
Operant Conditioning (B.F. Skinner)
• Stimulus & Response Learning based on
association of a stimulus that does not ordinarily elicit a response with another stimulus that does elicit the response.
•Learning based on reinforcement (punishment) or punishment
• Positive reinforcement
• Negative reinforcement
• Punishment• Behavior
modification
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Behavioral TheorySocial Learning TheoryAlbert Bandura
Modelling (Role model)Theory that behaviors are learned by
observing and imitating modelsObservational learningModelsImportance of values and thoughts
in imitating behavior of a modelPractical implications?
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Behaviorism & Social LearningDevelopment results from learningBehaviorism – a mechanistic theory
Continuous changeQuantitative change
Importance of the environmentAssociative learning
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Cognitive TheoryJean PiagetCognitive
Development
Socio-Cultural Theory
L. Vygotsky
• Sensorimotor (0-2)• Preoperational (2-6)• Concrete Operational (6-11)• Formal Operation (11-adulthood)
• Community & culture influence on development Focus is the social, cultural, and historical complex of which the child is part.
• Social Interaction• Zone of proximal
development – The difference between what a child can do alone and with help
• Scaffolding – Temporary support to help a child master a task.
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Vygotsky’s Sociocultural TheoryTransmission of culture to
new generationBeliefs, customs, skills
Social interaction necessary to learn cultureCooperative dialogue with more knowledgeable members of societyZone of proximalScaffolding
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Cognitive TheoryMoral DevelopmentKohlbergParas 1: Moraliti Pra- konvensional (4-9
tahun)Orientasi dendaan dan patuh/taatHedonisme Instrumental/Orientasi Egoistik
Paras 2:Peringkat Konvensional (10-15 tahun)Moraliti “budak baik”Moraliti mengekalkan susunan sosial & autoriti
Paras 3:Peringkat Pasca KonvensionalMoraliti kontrak, hak individu dan undang-
undang secara demokrasiOrientasi prinsip-prinsip moral yang universal
dan beretika51SITINOR/FEM3101/FEBRUARI 2013/PJJ
THE ECOLOGICAL-SYSTEMS APPROACH Human Ecological
SystemU. Bronfenbrenner
View of development that sees the individual as inseparable from the social context
Urie Bronfenbrenner’s bio-ecological theory
Understanding processes and contexts of development
Micro systemMeso systemExosystemMacrosystemChronosystem
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Ecological Systems Theory
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RESEARCH METHODS IN STUDYING CHILDREN
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Research methods Qualitative and quantitative research Scientific method – system of
established principles and processes of scientific inquiry Identifying a problem Formulating hypotheses Collecting data Analyzing the data Disseminating findings
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SamplingGroups of participants chosen to
represent the entire populationThe sample should adequately
represent the population under studyGeneralization
Random selection
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Forms of data collection Naturalistic and laboratory
observations Parental self-reports
Clinical interview Open-ended interview Structured interview Questionnaire
Psychophysiological Methods
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Systematic Observation Observe respondent in their natural setting
Naturalistic Observation In the “field” or natural environment
where behavior happensStructured observation
Laboratory situation set up to evoke behavior of interest
All participants have equal chance to display behavior
Participant observation Incognito
Record dataAudioVideoManual
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Interviews
Clinical InterviewFlexible,
conversational style
Probes for participant’s point of view
Structured Interview
Each participant is asked same questions in same way
May use questionnaires, get answers from groups
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Basic research designs
Case studies Collect various information about a subject to be
studied (people/event) Make a conclusion about subject understudied.
Ethnographic studies Participant observation
Correlational studies – To examine the relationship between 2 variables
(independent and dependent variables) Research intended to discover whether a statistical
relationship between two variables existsProblems of control and interpretation of
causality Survey - A study on respondent’s views on
certain issuesUse Questionnaires/Structured interview
schedule
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Correlation CoefficientsMagnitude
Size of the number between 0 and 1.
Closer to one (positive or negative) is a stronger relationship
DirectionIndicated by + or - sign.Positive (+) means, as
one variable increases, so does the other
Negative (-) means, as one variable increase, the other decreases.
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Correlations
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Experimental studies
To examine the cause & effect of a phenomena understudied
Rigorously controlled, replicable procedure in which the researcher manipulates variables to assess the effect of one on the other. Independent variable - the condition over
which the experimenter has direct control Dependent variable - the condition that
may or may not change as a result of changes in the independent variable
Experimental group and control group
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Independent and Dependent Variables
Independent variableExperimenter changes,
or manipulatesExpected to cause
changes in another variable.
Dependent variableExperimenter
measures, but does not manipulate
Expected to be influenced by the independent variable
Modified Experiments:Field Experiments
Use rare opportunities for natural assignment in natural settings
Natural ExperimentCompare differences
in treatment that already exist
Groups chosen to match characteristics as much as possible
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Designs for Studying Development
Longitudinal
Same participants studied repeatedly at different ages
Cross-sectional
People of differing ages all studied at the same time
Longitudinal-Cross-sectional
Same groups of different-aged people studied repeatedly as they change ages.
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Children’s Research Rights
Protection from harmRight to Informed consentKnowledge of resultsBeneficial treatmentsAvoidance of deception
Debriefing, providing a full account and justification of research activities, should take place with children, but does not always work as well
Right to privacy and confidentiality
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