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UI PSY 2401 - Research Methods/Prenatal Development

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PSY 2401 1st Edition Lecture 4 Outline of Last LectureII. Development Questions and Themesa. How do nature and nurture together shape development?b. How do children shape their own development?c. In what ways is development continuous, and in what ways is it discontinuous?d. How does change occur?e. How does the sociocultural context influence development?f. How do children become so different from each other?g. How can research promote children’s well-being?III. Research Methods a. Way to elicit the behavior you are interested in from a particular set of participantsb. The methodology you choose should be based onc. Examples: what can young infants do?Current LectureI. Research Methodsa. Way to elicit the behavior you are interested in from a particular set of participants b. The methodology you choose should be based onc. Infant Methodologies/Paradigmsi. Operant Conditioning Paradigmsii. Habituation Paradigmsiii. Preferential Lookingd. Examples: what can toddlers do?e. Toddler Methodologies/Paradigmsf. Research Designsi. Correlational Designsii. Experimental Designsiii. Cross-Sectional vs. Longitudinal iv. Microgenetic DesignsII. Prenatal Development a. Big Picture b. Overall GoalThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.c. Modern Interactionismi. Conclusion from Human Genome projectd. Developmental Challenge Outline of Current Lecture I. Research Methodsa. Way to elicit the behavior you are interested in from a particular set of participants b. The methodology you choose should be based on:i. Your theory/hypothesisii. Your research questioniii. The age/abilities of your participantsc. Examples: What can you infants do?i. Suckii. Turn headiii. Track objects with their eyesiv. Fixate on objectsd. Infant Methodologies/Paradigmsi. Operant Conditioning Paradigms1. Pacifier Sucking 2. Mobile-kickinga. Flailing of limbs3. Head turning a. Early auditory learning and auditory perceptionii. Habituation Paradigms1. Pre-natal learning2. Playing mothers voice and infant gets used to it (stops showing intense interest)then shows renewed interest when new woman’s voice is playediii. Preferential Looking1. Two displays next to each other, infants will prefer one 2. Early visual development studies3. How well infants can distinguish contrast between two thingsa. Visual acuitye. Examples: what can toddlers do?i. Group objects1. Characterization of objects by certain patternsii. Search for objectsiii. Simple problem solvingiv. Talkf. Toddler Methodologies/Paradigmsi. Object examiningii. Sequential touchingiii. Grouping/categorizationiv. Object searchv. Problem solving g. Research Designsi. Correlational Designs1. Nothing is manipulated2. Examine association between two variables a. Direction-of-causation problem:i. Cannot tell which variable is the cause and which is the effectii. Third-variable problem: correlation may arise from both being influenced by some third variable*used for initial research explorationii. Experimental Designs1. Experiment—manipulate something and observe its effect on behaviora. Independent variable (what you manipulate)b. Dependent variable (what you measure)2. Participants randomly assigned (control vs. experimental group ORdifferent treatments)3. Can infer causality and why relationship exists iii. Cross-Sectional vs. Longitudinal 1. Cross-sectional designs: children of different ages are compared on a given behavior or characteristic over a short period of timea. Problem: different ability among same age groups b. Strength: not too time consuming 2. Longitudinal designs: used when the same children are studied twice or more over a substantial period of time (often >2 years)a. Problem: time-consumingb. Strength: can watch development happen (long time)iv. Microgenetic Designs1. Used to provide an in-depth depiction of processes that produces changea. Problem: very intensive (coding!)b. Strength: can watch development happen (short time), uncover mechanism!II. Prenatal Development a. Big Picture i. Look at nature/nurture debate as the starting point of development (arguably the most “nature”)1. What we will see, however, is that development is interactive fromthe beginningb. Overall Goal: To develop a deep understanding of nature AND nurture (the “interactionist”) perspective i. Special emphasis: neural development1. To understand if a behavior is “innate”, must know something about the development of the brainc. Modern Interactionismi. Conclusion from Human Genome project1. “there are two fallacies to be avoided [as we look toward the future]: determinism, the idea that all characteristics of the person are hard-wired by the genome; and reductionism, the viewthat with complete knowledge of the human genomes sequence comes knowledge of the person”d. Developmental Challenge i. Saying something is innate/genetic is TOO EASY1. We need to be critical thinkers and not be seduced by simplistic “explanations”2. Need to look at early development a. Key idea: it’s more about developmental process and less about genetic program b. Individual differences!Can start with differences in fetal environment (ex: teratogens,


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